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Wondering Colleen
I am wondering how to bridge the gap in word calling and comprehension?

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I am thinking about including phonics in my comprehension intervention groups.

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Wondering how to facilitate increased implementation by all adults within our room

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what the consensus is about how well our current curriculum (Lucy) addresses these shifts and what, if anything, needs to be added/deleted.

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How to really use the phonemic language the right way all year long.

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Where can I add more phonics awareness in the classroom that is not just during our phonics instruction? T. Smith

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I’m thinking how to be more intentional with comprehension.

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Interested to see how this intervenes with guided reading and reading levels. Wilson

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What data can I use to know what phonemic awareness tasks/language tasks my students will need during intervention. Hailey

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How can I have more dialogic conversations while doing the MTA program? Because MTA is so structured, how can I be more intentional with comprehension piece.

Batson

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The science has validated what I feel we do in our classroom already.

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I am wondering how I will work more intentional phonics into my day, especially whole group practice.
Stacy H.

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Grand conversations / communication / turn and talk are crucial for learning to read.   T. Smith

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“We sometimes use terms sounds and letter and interchangeably, which can confuse young children. When working to help them learn to hear and manipulate the sounds in language, it’s important that we call them just that- sounds- or even phonemes.” Page 57

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That phonemic awareness can be utilized with intent throughout the day. Read aloud comprehension needs to be deeper.

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Exposing students to new words can include the language of practical life in the classroom-such as askin  children to 'Gather' rather than just 'Come' to the carpet.
Wondering: How to relay this information to our new team members without overwhelming them.

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Comprehension problems are typically linked to limited language skills and can be masked until students are older. Hailey

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My aha is that reading comprehension is fundamentally the same work as listening comprehension. !

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Students need abundant opportunities to use and develop language and build knowledge if they struggle with comprehension. (Pg. 21) We must intentionally plan those conversations with questions.

Batson

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These chapters have been very affirming of my teaching. I just know that I have to be more intentional with my practices.
Stacy H.

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“Phonemic awareness and phonics are each important aspects of learning to read in their own right, and each demands its own INTENTIONAL instruction.” Wilson

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Read alouds would also help my intervention babies. I can read from a variety of texts to expose them to more vocabulary and add to their bank of background knowledge.

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Children with early letter and sound recognition are not always able to read- they must understand basic principles of our written language as related to phonological awareness.