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This program was VERY easy to leave for a sub when I had to be out 2 days, unexpectedly.

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This program was VERY easy to leave for a sub when I had to be out 2 days, unexpectedly.

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If this program is selected, are there ways for scholars to take tests digitally? 

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If this program is selected, are there ways for scholars to take tests digitally? 

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What is actually included in the Language Studio? How well does it pair with CKLA knowledge? Has someone in our district closely looked at this resource (I've only seen the pamphlet)?

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What is actually included in the Language Studio? How well does it pair with CKLA knowledge? Has someone in our district closely looked at this resource (I've only seen the pamphlet)?

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If this program is selected what would training look like? Would training for how to use interventions be included?

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If this program is selected what would training look like? Would training for how to use interventions be included?

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When would reading to self, of scholar selected texts (choice books), happen and for how long?

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When would reading to self, of scholar selected texts (choice books), happen and for how long?

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How do you build in time for interventions or skills groups for this program? Where would you put it? 

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How do you build in time for interventions or skills groups for this program? Where would you put it? 

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What suggestions do you have for keeping the readers in good condition (how to increase durability, storage of materials, etc.)?

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What suggestions do you have for keeping the readers in good condition (how to increase durability, storage of materials, etc.)?

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We read the Legend of Sleepy Hollow with the lights off and black lights on to make it really spooky and read it in our best campfire, scary voices. We also summarized the story with modern terms, playing up the tea and beef between Mr. Bones and Mr. Crane in their efforts to woo Katrina, increasing scholars' engagement, wonderment about who the headless horseman (horsewoman?) might be and why they did it...

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We read the Legend of Sleepy Hollow with the lights off and black lights on to make it really spooky and read it in our best campfire, scary voices. We also summarized the story with modern terms, playing up the tea and beef between Mr. Bones and Mr. Crane in their efforts to woo Katrina, increasing scholars' engagement, wonderment about who the headless horseman (horsewoman?) might be and why they did it...

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Sometimes changing the reading from whole group to small groups (high readers paired with lower readers), sometimes putting the questions to discuss the chapter as a reading guide on a paper for groups to work on at their own pace, parallel teaching with EL teacher working with a variety of small groups, Spanish speaking/reading scholars using Spanish readers online

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I would love to see exemplars for all writing products scholars should be producing (essays, pamphlets, etc.).

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I would love to see exemplars for all writing products scholars should be producing (essays, pamphlets, etc.).

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Really engaged in the information in the readers and using vocab in other spaces

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Really engaged in the information in the readers and using vocab in other spaces

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4th grade unit 7, lesson 15 (Rip Van Wrinkle) was yesterday

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4th grade unit 7, lesson 15 (Rip Van Wrinkle) was yesterday