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Why were the CIA units switched on the ELA calendars?

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How do I decide what to teach during shared reading because there are so many different activities?  What is a good lesson plan schedule for intermediate classrooms

The backwards planning portion of the work day extension will be helpful to answer your question.
We will walk through a process to backwards plan the next unit. This  process will help identify the focus standards, clarify the summative and formative assessment priorities and then identify one key best practice . As a result of this process, you will have some additional tools for making the decisions you described.

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How do I access and use the lesson planning tool online?

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How do I access and use the lesson planning tool online?

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We will cover during the session.

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When working with the anthology stories/texts, am I suppose to have the students read silently or do I read it aloud to them under the "Reading" heading?  Also, are we suppose to have students read the whole selection and then go back and do the "Read and Build Comprehension" as a second read?  (Did I miss something from the Reach for Reading trainings?)

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When working with the anthology stories/texts, am I suppose to have the students read silently or do I read it aloud to them under the "Reading" heading?  Also, are we suppose to have students read the whole selection and then go back and do the "Read and Build Comprehension" as a second read?  (Did I miss something from the Reach for Reading trainings?)

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Based on our work with other districts and the trainers, we encourage you to vary the structure for reading the text. It would depend on the complexity and topic of the text. At times you might have students read alone but then you will also sometimes want students to read out loud. Yes, the intent is to go back and read the text again again. This is part of the close reading process.

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There aren't enough books low enough for my first grade for students (who are at a DRA level A, 1, 2) to read two different books each week.  Any suggestions?

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There aren't enough books low enough for my first grade for students (who are at a DRA level A, 1, 2) to read two different books each week.  Any suggestions?

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We can discuss this. One suggestion I would make is to cover one book per week. The materials do delineate that primary students read two books per week but you can definitely slow down that pace, go deeper in the book and then use one book per week.

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If inquiry based teaching is proven to be beneficial for all students, why are there so many worksheets/graphic organizers within the Reach program?

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If inquiry based teaching is proven to be beneficial for all students, why are there so many worksheets/graphic organizers within the Reach program?

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The intent is not that you use all the of the practice pages. They are there to provide additional practice when needed. This program is organized around a Big Question with the purpose of finding answers to that question through out the program.

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Is the Reach program considered to be best practices by the Everett School District

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Is the Reach program considered to be best practices by the Everett School District

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Some of the reasons this program was selected are:
Compelling questions during each unit
Engaging texts
Integration science and social studies content during literacy instruction
Options for differentiation built into daily plans and grouping structures
Integration of 21st century skills into daily learning to analyze complex text, collaborate, communicate and engage in research
Integration of formative, summative and benchmark assessments to guide instruction

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There is a lot expected out of a single day with this curriculum. When the work becomes too much, how do I make the decision about what is better to keep, and have the students take the time to understand?

We will walk through a process to backwards plan the next unit. This process will help identify the focus standards, clarify the summative and formative assessment priorities and then identify one key best practice . As a result of this process, you will have some additional tools for making the decisions you described.

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How do we access the texts that are smartboard compatible without having smartboards?  

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How do we access the texts that are smartboard compatible without having smartboards?  

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The texts are provided in PDF form. One way to approach this is to project the text on your whiteboard and use a marker to mark up the text.

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What if our students get really excited about a unit, and we decide to create a research project on the topic as a culminating activity.  Can we extend the unit a week?

In order to fit in the units for the year, there is a need to stay close to the projected timeline. One way to continue the research process with your students is to use this as a learning station. Your students could read, research and respond  to this topic. That is a wonderful problem that your students are excited to continue learning focused on the topic.

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Is there an expectation or suggestion about how many assessments we should be "trying"?

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Is there an expectation or suggestion about how many assessments we should be "trying"?

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We will discuss this together this afternoon.  You will leave with a grade level plan for a summative and formative assessments based on your focus standards for your unit.

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I'm curious about the tech components.  What do we have access to, what reads aloud, vocabulary games and building words tools?  Have other teachers shared feedback on using these yet?

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I'm curious about the tech components.  What do we have access to, what reads aloud, vocabulary games and building words tools?  Have other teachers shared feedback on using these yet?

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Teachers are exploring the different options available through the platform. We have access to the vocabulary notebook and phonics games. Students can have their shared reading text read aloud. Many teachers are just beginning to access the platform with their students. I am working on setting up an online Web X training with Cengage focused on the digital platform. I hope to have more information very soon.

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How is the "academic talk" book to be used?  Does it go with any specific section of the program or is it purely supplemental?

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How is the "academic talk" book to be used?  Does it go with any specific section of the program or is it purely supplemental?

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The Academic Talk flip chart is intended to be used as an option during Daily 5/Learning Stations. The stems support the talk that happens during the shared reading lessons.

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Will there be a team figuring out how/if these assessments align with common core?  Maybe the program has done this?

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Will there be a team figuring out how/if these assessments align with common core?  Maybe the program has done this?

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Yes, this work has been done both by the company and by the calendar team. Today you will use a document in your Assessment Handbook that illustrates this alignment.

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Will the ELA Calendars be adjusted each year? How/When will teachers provide input to calendar adjustments?

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Will the ELA Calendars be adjusted each year? How/When will teachers provide input to calendar adjustments?

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There was a team of teachers and coaches that drafted the YAG, Snapshot and Unit 1 Overview. This team will be invited to continue the work mid year. This summer teacher teams will work on the calendars. I will elicit the input of all teachers midyear and then at the end of the year to inform this work.

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The assessments seem to be mostly multiple choice. This doesn't seem to be the best way to assess whether students understand the essential components: especially coAtmprehension questions. Are t

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The assessments seem to be mostly multiple choice. This doesn't seem to be the best way to assess whether students understand the essential components: especially coAtmprehension questions. Are t