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Taking our time to learn the materials.

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We have been splitting lessons into 2 days per lesson with vocabulary/introduction day 1. Then day 2 is read aloud and comprehension questions with application part being done during writing time.

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Vocabulary and stories have been engaging. The plans are easy to follow.

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Students are amazing me with the knowledge they are gaining AND retaining.

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It is very time consuming. I have to shorten lessons and I feel it takes away from being able to dig deeper into the science and social studies topics we are studying at the time. It does not go with those subjects as well so it is hard to integrate like we were doing. It's hard to fit it all in and also be developmentally appropriate. Do teachers ever take 2 days to teach a lesson? I have just been shortening them and moving on.

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I second the time it takes to teach - would be nice if we could rearrange lessons to tie in with what we are teaching in Science and Social Studies. There are only so many hours in the day, and the kids do not have great attention spans :)

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I second the time it takes to teach - would be nice if we could rearrange lessons to tie in with what we are teaching in Science and Social Studies. There are only so many hours in the day, and the kids do not have great attention spans :)

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The slides are very easy to follow and are engaging for students

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The slides are very easy to follow and are engaging for students

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We are wondering if reading strategies (predictions, cause/effect, retelling, visualization) will be taught more regularly and with leveled texts?

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It is very time consuming so figuring our pacing with their attention spans. The application section is confusing and doesn't seem to be giving enough oppurtunity to develop thoughts for sentence writing. It has been mostly cut/paste so far.

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Topics have been good so far. Easy to plan.

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Shortening lessons, expanding pausing points.

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It is simple to plan for the lessons.

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Grade K, Knowledge 3, Lesson 1

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We feel that students are participating more, comprehending the stories, engaged in the read aloud, and are building on their knowledge more independently. 

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We feel that students are participating more, comprehending the stories, engaged in the read aloud, and are building on their knowledge more independently. 

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We are extending the pausing points a bit to allow students to explore the concept. We also did some review with the beginning of Knowledge 4 to allow students to better understand the Greek Myths and have an opportunity to identify the key details of the story and sequence the order.

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We are extending the pausing points a bit to allow students to explore the concept. We also did some review with the beginning of Knowledge 4 to allow students to better understand the Greek Myths and have an opportunity to identify the key details of the story and sequence the order.

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The students greatly enjoyed the fairy tales and the folktales. They are able to relate them with other stories they've read independently and have identified other books that fit the genre. 

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The students greatly enjoyed the fairy tales and the folktales. They are able to relate them with other stories they've read independently and have identified other books that fit the genre. 

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More visual cues for teachers and students that can be displayed or reread/utilized by teachers and students. When do the students actually practice reading texts independently? It is a struggle for the students to sit and remain engaged for the full lesson that lasts over an hour. At what point are we able to pull small groups for intervention?

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More visual cues for teachers and students that can be displayed or reread/utilized by teachers and students. When do the students actually practice reading texts independently? It is a struggle for the students to sit and remain engaged for the full lesson that lasts over an hour. At what point are we able to pull small groups for intervention?

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