# data[].attributes.headline
I am excited to use some more structured review esp. With vocabulary.

# data[].attributes.subject
I am excited to use some more structured review esp. With vocabulary.

# data[].attributes.body
I used to use graphic organizers more when reading and writing. I've gotten away from that since moving from jr. high to high school. Why? They still need it...

# data[].attributes.body
Reading fictional novels based on real events and linking them to non-fiction text reading.

# data[].attributes.body
DBI to engage students

# data[].attributes.body
Students share responses to independently selected on-grade-level texts, such as a book review or recommendation.

# data[].attributes.body
Including a greater variety of nonfiction text.

# data[].attributes.headline
Use more of a variety graphic organizers.

# data[].attributes.subject
Use more of a variety graphic organizers.

# data[].attributes.body
This is certainly something to keep in mind with every lesson, everyday...I think with secondary...it is easy to forget to intentionally build literacy skills

# data[].attributes.headline
Make sure that my reading instruction is balanced.  As a third grade teacher, fluency is a big testing thing, but we also have ISATs which focuses on comprehension, writing, and application.  

# data[].attributes.subject
Make sure that my reading instruction is balanced.  As a third grade teacher, fluency is a big testing thing, but we also have ISATs which focuses on comprehension, writing, and application.  

# data[].attributes.body
Love the idea of summative assessment of systems and programs. Are they addressing specific needs of the building/classroom/kids? What data do we receive from the assessments we give students?

# data[].attributes.body
More choice when it comes to writing papers.

# data[].attributes.body
One thing you have me thinking about is how to incorporate more choice in what I ask teachers to read.  How can I honor their need to choose articles, etc. that are of interest to them?