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I responded the most positively to the Hale article. In particular, I liked the idea of "Seeing and Naming Specific Strengths in Writing". I feel that any praise given to a student should be specific so they can actually look back and see what they did well. I have found that using this technique with my daughter has helped her become more confident in her writing and in many other aspects of her life.

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Emily Mauer
I really enjoyed this article. I learned that it is essential that teachers provide positive feedback that is specific for students. The reinforcement provides a boost in self-confidence and motivation, but also when teachers make the comments specific it can help students both academically and behaviorally.

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I really enjoyed reading this article. I think it is very important for teachers to give students positive feedback in order for the students to keep their confidence up so that they have motivation to better their writing. I feel like I can really relate to this article because I remember as a kid when I wrote papers I was one to always turn in a paper without revising it. I was in such a hurry to get it done. Then I realized how important it is to revise, because I was missing so many mistakes.

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Hale (2017): I learned that it is important to give positive feedback to students during teacher and student conferences because they need positive reinforcement for generating competence and self motivation. However, it is important to focus on constructive criticism that can help students in many ways. Writing conferences are meant to be cooperative on both ends, both the teacher and the students. I like the example chart for "Grade 3" that they gave.

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I think peer reviewing is interesting because it can either be extremely beneficial or harmful because depending on the student's abilities. If the students are well prepared for peer reviewing I think it could be more beneficial. Many times I think a better idea is for students to review ideas, and concept they are writing about to get more ideas and feedback. Our teachers did a writer's workshop that I think was beneficial for the students.

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I thought the article over Giving Feedback was really interesting because it focused on how students are often expected to edit their own work, make multiple drafts, and perfect their work until they have a final product but a lot of the time students do not know how to properly do this. This article focused on the many ways teachers can prepare their students to evaluate and critique their work along with their peers work and develop an understanding of constructive criticism.

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I thought this reading over giving feedback was interesting because the author wrote about peer review and feedback - which we do not often hear about. The article also addressed how students are often challenged by revision and how as teachers, we can help ease their challenge with that specific task. As teachers, we have to guide students to look at revision as a process, instead of just editing and making changes. I like the idea of students and peers guiding the revision process for one another and therefore making it seem less challenging. I always liked peer review in high school, as it allowed me to feel more comfortable with who was reviewing my paper/work. Through peer review and teacher praise, students will be more comfortable and open to constructive criticism in and out of the classroom.

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I really like the idea of praising for effort. This helps students have confidence to continue with their writing.
One thing I have a problem with is peer editing and how it doesn't always allow the students to get the best feedback. I think this almost counteracts the positive feedback a teacher gives. It also doesnt always mean the student is getting good or correct feedback.

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I thought it was interesting that the author suggested to give praise for effort instead of outcomes. This helps the students focus more on the process to get to where they need to be. A teacher should also elaborate with the student on the strategy that worked well in their writing so they are able to do that again next time. I could agree that peer editing can be difficult because the students may not take their peers suggestion as seriously as their teachers. On the other hand, students may be hesitant to give real feedback because they do not feel educated enough on their writing as the teacher is.

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Something that I found really interesting from the Feedback article were some of the reasons that students struggle with revision. In particular, students struggle with revision because they lack an understanding of their audience and their needs. I also really like how the importance of teacher modeling was specified. I think this really helps students to grasp exactly how this process should look. It provides an example of how the teacher wants the process to look.

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I really like the Hale article and how it talks about finding something positive about every students writing. Even if a student is really struggling, you can find something to talk about, such as how they are capitalizing proper nouns or if their spacing between words is good. Finding these positive things to talk about can go a long way in making a student feel more autonomous and confident in their abilities. I also like how it talked about giving positive feedback about specific things they are doing instead of just saying something general like "I like that story".

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Jane Keefer
I really liked the section on "Seeing and Naming Specific Strengths in Writing ". I found this very useful to read about because when teaching literacy I feel like students can lack confidence. I think calling students out for their strengths will encourage them to write more and have confidence in what they are writing. I could tell when I would compliment my focal students on their writing journals, they would feel really good about themselves and be more talkative about the reading.

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Something that I found to be interesting was when they author said that student revision is often difficult. I remember as a student, not liking peer revisions. When they author mentioned that we should praise students for their efforts, i thought that was a great idea. I have noticed at John Fiske within my third grade ties. that praise can do so much for a students confidence in their abilities.

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I thought it was interesting the different perspectives that the author talked about when using peer review. Not only do the students receive feedback on their work which allows them to revise, but it also gives them a sense of what the needs of the reader are. This awareness can translate into their own writing. The author points out that students do not always take peer revisions as seriously as they take teacher revisions. I agree with this, as I do not value peer revisions as much as I should because ultimately, my peers will not have the same thoughts as the professor grading my papers. Instead, I send my paper to peers for spelling and grammar checks because I feel like this is more beneficial for me in the writing process.

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Young students and developing writers often find revision difficult, and they approach it as an editing task
Instructional approaches suggest that when writers take the perspective of the reader, they are able to develop a better understanding of the communicative needs of their work and make effective revisions that affect writing quality
Students may hesitate to provide truthful feedback to their peers because they do not have a clear understanding of evaluation criteria and it is not clear to them how to develop suggestions or what to focus their comments on
Even after reading this article, I do not feel that peer editing is very beneficial to anyone. In my experience, I have never had a positive outcome. I feel that it is difficult to accommodate to everyone of your students when using peer revision.

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Children think that the revising process is so hard because they don't think of how they could go back and rewrite differnt parts of their paper. Professional writers looks at revision as an opportunity to express something better. As a child this editing process is a time where their mistakes are brought to light which can be embarrassing and frustrating. They only view this process as negative and pointing out flaws. I can relate to this because I remember peer editing in grade school as such a horrible memory, even now in college i still kind of dread it. I don't like having someone look at my paper and write in red on it and point out what is so wrong about what I had originally wrote. This process needs to be viewed as more positive and the teachers need to express positive feedback.

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I think it is good for us to start talking about peer revisions/review. I remember I really enjoyed doing this in school, but I was also a huge bookworm and writer and so these are the things I enjoyed anyway. I think it is important to consider that students don't inherently understand what we as teachers are looking for in terms of revision; it can be really helpful to give students a rubric to revise their papers with or revise their peers' papers. I thought it was interesting to consider that it may even be detrimental to ask students to do these activities without first giving them guidance on how to do so. Some students may fear backlash or feel uncertain about giving critiques to their peers.

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Something from the Hale reading is utilizing your student's strengths to help them learn even more. "Teaching strengths
implies that students go beyond just understanding
what they did that was good in their writing to
also understand why, which means they can be more
purposeful in using this strategy or technique again " If students know what they did well, and then can understand why they did it well, they can learn to see where their strengths lie and apply them to other aspects of their learning. Also, I think rather than just pointing out their strength, asking them where they think they did the best helps them analyze the work that they are doing. The reading goes on to explain that having students do this exercise helps students claim ownership of what they have created.

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The reading from last night was very informative about writing work shops. Teaching students how to review thier own paper/a peers paper. the one thing that i found interesting was the reasons students struggle with peer reviews. they are nervous, they dont know what they are dont and they dont want to say anything to their peers. These are all things that can be fixed with a little bit of instruction from teachers.

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The inquiry based approach is beneficial for students because it engages them in their own learning. This allows them to lead in their own learning and leads to a deeper understanding. This is helpful in differentiating instruction and to scaffold for different levels.

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The students are encouraged to ask questions and learn through research when using the inquiry approach. I liked the I-Chart paper outline explained in the article because it helps the students use inquiry to design a well written paper. I also liked the presentation of the I-Search paper. It was a brand new idea/approach brought to my attention. This helps the student understand why they need to do the research as well as helps them organize the information that they do find.

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I liked the I-Search and I-Charts strategy because both provide students with structure, but also has the independence aspect to it. I like them because they dig deeper into topics.

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By using an inquiry approach students are challenged to learn through research and asking questions. By doing so, this can deepen the understanding of a learner over the topic they are covering.

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I enjoyed this reading and felt as though I learned a lot from it! Reading inquiry is the act of thinking using questions to provoke deeper thinking about the reading. I like how it encourages the students to think from different perspectives and to continue their thinking process while reading. This also helps students get more engaged with the reading.

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Inquiry based instruction is extremely beneficial to the students because they are more invested and organized in the work. I really liked how the article talked about the I-Chart paper outline because it helps the students design a well written paper through inquiry.

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I learned that inquiry based approaches are meant to support the needs of ELLs through the use of scaffolding and integrating technology. By using scaffolding and technology integration, inquiry processes can be very effective. When teachers encourage students to engage in authentic inquiry searches in their learning, they explore genuine questions to support their learning.

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Inquiry approach has to do with a thinking approach to language arts and literacy. It helps students choose a topic that they are interested in. It helps students see literacy from different perfective. I-Charts helps students work on language and literacy.

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After reading the article I learned that an inquiry approach is beneficial to a class as students are more engaged when they get to choose a topic that they are interested in. I learned about I-Searches and I-Charts and learned the goal is to help teachers design a collaborative and inquiry-based project that would scaffold students’ academic language and literacy learning. To incorporate the class as a whole or to model, the We-Search and We-Charts can be included. Technology is important for implementing this strategy.

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An inquiry approach encourages students to think deeper and consider multiple perspectives of literacy. It challenges them to deepen their thoughts and responses while reading. I liked the idea of I-charts. I-charts are centered around student learning and begin with planning, followed by interacting, evaluating and integrating.

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Using inquiry in the classroom helps students to become more engaged. When students are in charge of finding the answers they take on that responsibility and run with it.

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I really like mthe idea o

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Inquiry is the act of using questions to figure something out. This is great for getting students involved in classroom activities and gives students the chance to work together to gain a deeper knowledge of what they might be learning.

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I really liked the idea of the I-Search projects and papers and the I-Charts because they were a new idea for me. I thought the I-Search papers were a create way to self-reflect up on research methods and strategies. The I-Search is broken into 4 parts: What I Knew about my topic, Why I am writing this paper, The Search, and What I learned. The reading showing a nice rubric as well, and gave good details about how to teach this.

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I really like that this strategy integrated student choice. I remember that in school I was always much more eager to do work if I had input in the process. I also like how the Gradual Release of Responsibility model is used for this project. Students learn together how to use I-Charts and I-Search by doing We-Charts and We-Search as a class.

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an idea that i thought was a little confusing but interesting is when they mentioned that they hopped I-Chart and I-Search papers would provide support for students to explore, experience, and learn about topics that engaged them. When the article goes on to talk about students taking home a letter to their parent getting the project and the due dates approved I wondered how or if this approach would work for students who do not have support at home.

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Inquiry is thinking about what you are writing before you write it. It is looking at what you know, what you want to know and then when the lesson is done, what you learned. Inquiry also encourages critical thinking about what students are learning. Inquiry is something that really engages students in what they are reading and learning.

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I really liked how she made the students dig so much deeper than the text and think about what the author meant by certain phrases. I also liked how she told them to write down their thoughts while she read if they had any because some students get upset if they are not called on to share their thought. I also thought it was a good idea that she stopped and aloud them to pair and share their thoughts with a peer. That way all of the students are allowed to share their thoughts and bounce thoughts onto others.

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I enjoyed how the teacher created a calm environment that kept the students

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I was really impressed at the students' level of understanding and meaningful thoughts. I like how the teacher pointed out that she didn't have an agenda or specific points to describe in discussion, but how she allows the students to guide discussion and contribute their own thoughts. I think this leads to greater awareness and connection to the text for the students.

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I enjoyed how the teacher was calm but it almost made the book seem very serious and almost somber.
I thought the teacher did a really good job asking questions and letting students all talk about how they were feeling or what something made them think of.

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This teacher was very calming and direct while reading and holding the literature conversation. She held all of the student's attention and had them engaging and interacting. The students themselves responded with questions that were thoughtful and in depth. The students also came up with theories and ideas about why the characters were thinking or acting the way they did.

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Before watching this video, I was confused about what accountable talk meant. The teacher in the video described how she guides the conversation by asking questions that lead to accountable talk. Accountable talk can be defined by providing structure to the conversation.

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I think that the teacher had a very calm demeanor about her. She came off as a very real and approachable person and also seemed to have a great amount of respect from her students. I enjoyed how the teacher began the read aloud just by having a simple conversation about what had previously happened in the book and asked for the students to share their thoughts. It was a good way to refresh the memory of some students who might have forgotten where they were at in the story and also allow students, who might be unsure about their thoughts on the story, to hear others ideas.

After the read aloud, the teacher talked about how the students would transition into small group discussions. I think that this is a good idea because, as the teacher said, it allows for quiet students to speak their opinions in a safe and small environment.

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While watching this video I really like how the teacher provided multiple ways for the class to engage with the material. She offered class discussion, partner discussion, as well as small group discussion. She mentioned this as a way to be sure to hear from the quieter voices. I also really liked how interested and engaged the class seemed to be with the text. I really was impressed by some of the connections the students were able to make with the the text and the topic seemed to be mature.

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While watching the video I enjoyed how the teacher directed the literature circle. She was very relaxed how she talked to them and had the students very engaged with the text and making them dig deeper into what the author was trying to communicate in the story. She made the students think outside the box with what everything meant in the story and how they felt about the story.

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I really liked how she made the students dig so much deeper than the text and think about what the author meant by certain phrases. I also liked how she told them to write down their thoughts while she read if they had any because some students get upset if they are not called on to share their thought. A lot of the

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After watching this video, I felt like the class was very mature. The students were really into the discussion at first and they included their own personal responses which facilitated the discussion. I felt like many of the students related to the topic of the story on a personal level and were able to confide in their classroom. The teacher really forced the students to dig deeper into the discussion questions which is important in a large group setting. The teacher was very inclusive and also recognizes the students and creates a welcoming environment for them.

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I enjoyed listening to the way this teacher spoke to her class. She had a very calming tone and presence as well as spoke to her class in a very mature manner. Her class seemed to respond to this very well. Their discussion they held while reading the book sounded like they were used to talking to their teacher about literature in a mature and professional manner, especially for being 5th graders. The discussion seemed to help the class comprehend the text to a much deeper level.

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The video was eye-opening and somewhat heart-breaking. I couldn't help but feel that some of the students had gone through or were going through similar situations. I typically look at elementary students as young and not capable of understanding difficult subjects, however, this fifth grade class had amazing insight into the feelings and emotions that the author would be experiencing. This type of read aloud is extremely effective in engaging students with the text and with each other.

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In this video, I could tell that the teacher really cared about her students and their thinking. She asked good questions that elicited deep thinking. I like how she said that she isn't trying to control all of their conversations and that all the students have different life experiences that they can add to the discussion to make it meaningful. It looked like all of the students were engaged and actively thinking. She also said she forms the groups to get the quieter students to contribute which I thought was good to include and be proactive about.

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While watching this video I liked that the teacher talked to the 5th graders on a personal level. She never talked down to them and showed that what they thought about the reading and how they interpreted it was important. I like how she barely talked and let the students run the discussion and feed off of each other. She also prompted them with little questions that then spiraled into a conversation that was then expanded into a conversation talking about many details and aspects of the book. I also like that she reviewed what they read last class so that they could remember what they read last class so that they were caught up and ready to start the new part of the book.

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I was really inspired when watching this video. The students and teacher were all having very meaningful, deep conversation about this book.  I want to read this book now. I think, from what I have seen, that this book could be great for teaching empathy; the story presents a problem that most people could easily imagine themselves in (even if they haven't actually lived the experience): What if your dad wasn't really your dad? These sort of thoughts can help students draw on personal emotions to create connections with the literature.

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I really thought that this video was insightful. I feel inspired to conduct myself the same way as this teacher in literacy. I think that she treated her students like real people and truly valued what they had to say and bring to the table. I think that what she is doing in these meaningful conversations is effective because of her management and the demeanor in which she does this. I also feel like she is teaching her students how to have insightful conversations, which is a skill they need to use throughout the rest of their lives. I think that doing meaningful conversations like this over a text is helping students build fluency and comprehension. I think it also helps students see from other perspectives and build on their own thinking and reasoning. I feel like these kinds of lessons help students become better people all around.

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I think this video represented group reading and discussion very well. This is how my practicum teacher reads and has her students discuss in class. Although the teacher in the video added pair and share, which is a great idea because a lot of times while having a whole class discussion you will get the same people talking over and over again, but in pair and share students are much more likely to talk. I also like how she was reading a book that connected to the groups cultural backgrounds, one of the students even had to help the teacher with a word in the book.

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Many thoughts are trigged by stimuli such as through conversation with a friend, reading a book, or hearing a song. While thoughts are sometimes expressed through words, the words can also trigger new thoughts. I think this relates to today’s class/readings because when students have better comprehension skills, they are more likely to ‘allow’ some of their ‘brain power’ to thinking, rather than devoting all of their brain resources to figuring out the text on a literal level. The easier it is to comprehend a given text/word/conversation, the more likely it is that we will think thoughts beyond the literal.

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I think this quote means our thoughts don't only come out through what we say. Our thoughts can come out in how we act as well. This could be seen when thinking about Marie, the character in our story today. She was feeling comfort in the way she was interacting with people.

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This quote brings together the two components of thought- language and words. Thoughts are expressed through language and the process of it can be extensive or simple. Thoughts become meaningful when shared with others or written down. This relates to what we did today because it ties together all  of the aspects of think-alouds. Think-alouds allow students to question, infer, wonder, make predictions, form connections, and reflect.

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I think the quote is try to say how important and valuable thoughts and verbal language are. These two things go hand in hand, and without thought, you wouldn't have language and vice versa.

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The first sentence "Thought is not merely expressed in words" i think means that language is not the only way we can express our thoughts. Thoughts can come out in many different ways, through art, actions, facial looks, and so on. Although using words to express out thoughts is one of the most common ways to get across our ideas. I think the book we read today about the little girl who couldn't speak the same language as her peers is an excellent representation of what this quote means.

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I think that this quote is saying that thought is something that stays in your head and thoughts are created by using words and that is their relationship. But then I think the quote further means that thoughts come to reality when they are expressed through words out loud or on paper.

I think the relationship is a living process because even though thoughts are not words they still co-exist.

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I think thoughts happen inside of our minds when inferences, predictions, questions, connections, visualizations come together. Often times it is hard to express thoughts with words because thoughts don't neatly come into our heads written out. I think this quote is related to todays readings because when dealing with comprehension, we use various different strategies to make meaning of the text. Thinking strategies include the above mentioned inferences, predictions, questions, connections, and visualizations. In order to comprehend text we must have thoughts about it.

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I really like this quote. I am finding it hard to explain how it make me feel though. I think it lends to the idea that there are many form of language and that thought is not limited to those who can speak with words. It is a process that everyone can do

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I think that this quote is trying to express that while thoughts and words can simultaneously convey meaning, thoughts are inanimate, while words are when thoughts "come to life" and are born as living ideas. Without putting thoughts into words, there is not solidarity in the meaning of the thoughts. Thus, when this quote says "living process" is the relationship between thought and words makes me think of this. It is hard to express thoughts without words, especially to an outside force, so this light bulb reminds me of when your thoughts "come to life" by forming words.

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Thoughts are brought out of your mind through the action of speaking and language. The words that come out may not be the complete thought in your mind but your complete expression. I think this has a relation to what we talked about today because a student may not express all of their thoughts through their words. When doing a read aloud modeling, students may just be listening to your thoughts being expressed and that then produces knew thoughts in their minds.

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Thought and word is a connected process. You can think words and things that you would never speak. When thoughts are never spoken or written they technically do not "exist". When thoughts are written and spoken is when they become a reality. Thoughts are no longer internal but now they external for the world to interpret and hear. The living process of thoughts and words only happens when words are externalized. The cycle the the living process dies when thoughts are no longer externalized.

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This quote was at first a bit confusing to me as I had to reread it a few times to try to understand it. I think this quote means that our initial thoughts are our starting points. Once we form thoughts in our heads and then reiterate them into spoken language to our peers then our thoughts become real. Once our thoughts are shared other people can build upon them, form opinions about them, disagree with them, agree with them, evaluate them, and so on. Essentially sharing our thoughts with the world is important and something that people can critique and/or build upon.

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I really like this quote because what we think is translated through our words. However, there are the thoughts we don't share that people can understand through our eyes or our body language, and we can think certain things and then say them differently that we mean. I do think thought comes to reality through language, however, I do not think language is the only way we have to communicate.

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Reading this quote is somewhat difficult because it goes into depth and can be interpreted in a number of ways.This quote means to me that thinking is not expressed into words, word structures, or sentences. We go into words with thoughts and we dive into thoughts with words, trying to organize them through words. Just like the quote says, it is a living process, two components that go hand in hand to form something greater.

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This quote reveals that words and thought carry much more than just the specific definition, they carry a powerful meaning and implication that is uncovered through a deep thinking and understanding. We as educators must teach students that reading is much more than simply listing off words, it is understanding the nuances, intentions, and connotations of each word and thought.

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my first reaction to this quote is yes, I agree with what it is saying. I think that the idea of thought finding its reality and form in language is an extremely interesting one and makes complete sense. If your thoughts aren't said out loud and made "real" are they even real? I think that the process of speaking ones mind and bouncing ideas off others and using ideas of others help to shape

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For me, my initial thoughts about this quote is that my personal thoughts are usually dictated by my emotions or my feelings. I am a very sensitive and emotional person, so usually the words I speak and think come from how I feel based off of a situation I am in.
I think when students are investigating informational texts, they need to consider the reason they are reading what the author has decided to share. If the reader can understand why the piece of writing was created, they may be able to understand on a deeper level the message that is being produced.

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Thought cannot be only classified or expressed through words. After I read this quote, I immediately thought of what we were talking about in my music class the other day. Feelings, emotions and thoughts can we expressed in other forms, including music but eventually someone is going to interpret those thoughts into words.

There are many thoughts that go through people's minds that never make it to words but stay in the mind of the holder. But I do think it is important to express thoughts with the use of words, whether that be written or spoken.

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I think that this quote is related to what we discussed today because students are able to use the tools of inference and what they have seen modeled before them to help them understand the world as it appears around them. Words don't always show the full extent of everything. Sometimes you have to look at the finer details in order to understand the big picture.

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One thing that stood out to me from the Fisher &Frey article was the focus on "Disciplinary Thinking". I hadn't heard of this before, but it is something I always did/do. It never occurred to me that thinking about the discipline or subject from which the text originates needed to be taught.

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While reading the article for today, I learned the importance of teacher modeling. I had never thought about how over time teacher modeling had to be changed in order to satisfy the more complex informational texts that are in the world today now. Something that I had never thought about was disciplinary thinking. I think it is cool that you can read like a historian or scientist. I think kids would get more excited about reading informational texts if the teacher presented the materials in a way that prompts the students to act like a scientist or a historian.

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I learned from the Fisher & Frey article what it really means and looks like to use teacher modeling in the classroom. It was interesting to hear the step by step way a teacher should be modeling to the class. The students should be thinking and having an opportunity to participate while observing what the teacher is showing. Critical thinking should be modeled by what the educator is saying - the teachers questions should be thought out loud so students have the opportunity to begin training their minds to think critically.

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One thing I really learned from this reading was the paragraph on modeling caution. This helped me because I liked that it broke down steps that the teachers should be taking while reading informational texts with the students.

I also thought that it was important that the reading pointed out that "students should learn these comprehension skills but also recognize that they may not be as effective in complex texts". I found this important to recognize because students may be discouraged by more complex texts and knowing this could help them stay motivated.

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While reading the Fisher article, Teacher Modeling Using Complex Informational Texts, the quote that stood out to me most was "What all children need, and some need more of, is models, explanations, and demonstrations of how reading is accomplished." This stuck out to me because students truly do pick up on habits snd behavior that that witness their teacher doing. If a teacher demonstrates reading in a specific way, the students will pick up on that skill and want to reciprocate that skill. Understanding that the most common things modeled are comprehension, word solving, text structures, and text features gives us as educators an area to zoom in on and know that within these sections we need to make sure we are clear and give our students strong models for them to learn from.

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I learned from this article that areas that teachers need to help their students focus on are comprehension, word solving, text structures, and text features. A lot of this article talked about the importance of teacher modeling and how it can contribute to the classroom. As teachers give their students more complex texts to follow the teacher much make sure to revise their modeling and make sure that they are helping their students understand complexity.

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I learned that modeling teaching, when done correctly can be extremely beneficial to your students. There are four areas of modeling that a teacher should follow; factors of complexity, disciplinary thinking, word solving and comprehension. When students are given challenging text, they may feel overwhelmed, so it is important that the teacher helps them through it so they are not scared of reading complex texts and they get a better understanding on how to

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Quick Write 1/25
I learned from this article about teacher modeling. Areas most commonly modeled are comprehension, word solving, text structures, and text features. One you get to more advance students it is important to focus on complexity, disciplinary thinking, word solving, and comprehension. When modeling it is important for students to involve students and actively be asking questions. Many times although modeling is important students see it as a ton to doze off instead the focusing and engaging. It is important for students to understand what they should be taking away from different texts.

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Form the Fisher & Frey article, I learned the importance of teacher modeling. Something that really stood out to me was that when modeling, teachers should try to use "I" statements and avoid "you" statements. The reason being that I statements alert the reader to the internal process of the speaker. The issue with "you" statements is that the teacher shouldn't tell the students what they should do. While I feel like this can be a time where students could zone it, it is important to emphasize that they should follow along and be prepared to practice what the teacher modeled- so the students can get the most out of the experience.

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From this article, I learned all about teacher modeling. I learned that modeling focuses on four components. Those are comprehension, word solving, text structures, and text features. For example, the teacher can encourage students to look deeper into word structures and what they might mean. Also as educators, it is important to look into texts before modeling them to students in order to analyze the text to see if it will encourage students to think, decipher, analyze, and evaluate more.

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I thought this was a helpful reading because we don't always know how to go about teaching complex informational texts. Although this article gives ideas on how to model for students how to read and interpret the complex texts. I think modeling can be very helpful for young students, although we as teachers have to be careful that students are still staying involved and understanding.

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I thought that this reading was interesting because I wasn't aware that there were so many ways to model information and that a teacher could do it in a less effective way. One thing that really stood out to me and surprised me was then they say that by saying "I" while modeling, it leads the children to watch what you're doing. After, the teacher is supposed to follow up with the "how, why and because" of what she did what she did. I didn't realize so much detail went into modeling to your students so I thought the article was really beneficial.

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I learned that teacher modeling improves student’s efficiency and skill and there are four components. The four components are complexity, disciplinary thinking, word solving, and comprehension. It is important for teachers to read text and analyze it before they present it to the class and model methods that they students can use to decipher the text.

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I thought it was interesting that Fisher&Frey proposed an updated skill-model for what skills should be modeled for our students. I thought the figures 1 and 2 from the article were very useful for understanding how different levels of understanding may be represented by each qualitative aspect of text complexity. It is helpful to see a break-down of what skills are necessary for top-notch comprehension.

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Teacher modeling is typically shown through comprehension, word solving, text structures, and text features. When teachers model the texts, then the students are more likely to understand what it is that they are talking about. For me, something that would need teacher modeling would be poems. If a poem is dependent on the structure of the sentences, then it would be important to talk about that with the students.

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This article emphasized the importance of modeling the task before sending your students to go off on their own and try it. I liked the idea of thinking out loud as you are modeling so that the students understand what their thinking should look like. Along with this, using "I statements" makes it more relatable to the students instead of the teacher saying "you" all the time. It makes it seem like the teacher isn't singling them out and forcing them to do that task. I found this article helpful and relatable. The teacher I was with last semester modeled a lot.

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something that stood out to me most was that there is a difference between modeling what you are thinking and explaining how you got to what you are thinking. Before reading the articles I thought that just speaking what you are thinking out loud to the students is enough but there is a difference between the students knowing what you are thinking and understanding how you came to think this way.

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In this article, I really enjoyed the different examples of modeling. It was useful to me to see and hear how a teacher implemented this type of instruction in the classroom. I was easy for me to see a way for it to be done successfully.

I also appreciated the breakdown of different areas students might struggle with such as complexity, comprehension, word solving and disciplinary thinking. I will definitely go back to this article for examples on how to successfully use modeling in my classroom.

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In today's article, I was interested in the discussion about teacher's modeling different texts or activity. One point that I found to be significant was the use of "I" when modeling for students. This shows them that this is important for everyone, and also involves metacognition when students are thinking through comprehension and other responses to text.

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In the Fisher and Frey (2015) article, I thought one of the most important components was the most commonly modeled components for informational texts. These include, comprehension, word solving, text structures, and text features. I thought one of the important quotes was, “Teachers should pause periodically while modeling to encourage students to try on what they have experienced by talking with a partner.” I think this is a key aspect of modeling because it gives students the chance to divulge what they learned and get the most out of the lesson, including the opinion of their peers. I also thought the "Figure 3: Design a Think-aloud" was really helpful because it pieced together the different stages of a think aloud and how it should be introduced and used in a classroom setting.

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From the readings, I agree that creating and building and then knowing/executing study skills is crucial as a student and even teachers. Comprehending information that will help build student's knowledge through using study skills is a good skill to have as a student, and through life. Note taking is also important as it helps assist student knowledge and intake of information that a student is to be studying. As a student, note taking has helped me retain information and build my own study skills by looking back at the notes that I did take, and then assisting me in my remembrance of the information entailed in the notes.

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Yes, I agree. Personally, I never implemented any explicit study skills until I entered college, and I am only now feeling confident in my note-taking skills. I think we need to teach children different study skills and note-taking skills so that, for one thing, they have appropriate skills that they can implement when they enter high school and college. Also, I think that it is easier to retain information when you find a method that works for you. I think that as a teacher it may be hard to ‘relinquish control’ and let students work in their own ways — having lots of different methods going on in one classroom could be stressful for the teacher but ultimately school is about student success, so anything that can promote that success is fantastic.

"Work smarter, not harder"

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Yes I agree with the authors stance that teaching study skills and taking notes is critical to students. I believe it can help students recall important information when notes are taken. In addition, taking notes and having good study skills can help students comprehend important information.

One thing that stood out to me were the paragraphs that discussed how to teach jotting or note taking skills. This stood out to me because before I thought of this process as something that comes naturally because I have been taking notes for so long that it was easy forget that not every student will know how to do this.

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I agree that teaching study skills and taking notes is very important for students. Note taking is a good way for students to recall information from what they had read or learned from a text. It will help students so that if they forget something they have read they can go back and look at their notes. What stood out to me the most was the idea of jotting, because I feel like these are the type of notes I always take. They are quick and easy and still help me remember everything. 

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I agree that teaching study skills and taking notes is very important for students. Note taking is a good way for students to recall information from what they had read or learned from a text. It will help students so that if they forget something they have read they can go back and look at their notes. What stood out to me the most was the idea of jotting, because I feel like these are the type of notes I always take. They are quick and easy and still help me remember everything. 