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I loved the sharing of the growth that students make just by reading along with a partner for 15 minutes each day. This sounds so easy to implement. I will look at my instruction and schedule and see if I can find a way to incorporate partner reads for 15 minutes per day. I liked the knowledge that this could be with a parent, as well.

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I loved the sharing of the growth that students make just by reading along with a partner for 15 minutes each day. This sounds so easy to implement. I will look at my instruction and schedule and see if I can find a way to incorporate partner reads for 15 minutes per day. I liked the knowledge that this could be with a parent, as well.

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Listening to this podcast and hearing the difficulty and inaccurate information gained from timed fluency tests, I realized how lucky I am to be a special education teacher in an instructional classroom that is able to have the flexibility to address comprehension in creative ways over fluency. I am lucky to work in a district that also values comprehension and understands the flaw of relying on timed fluency tests.

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Listening to this podcast and hearing the difficulty and inaccurate information gained from timed fluency tests, I realized how lucky I am to be a special education teacher in an instructional classroom that is able to have the flexibility to address comprehension in creative ways over fluency. I am lucky to work in a district that also values comprehension and understands the flaw of relying on timed fluency tests.

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I took away from this podcast the importance of comprehension over fluency focus in instruction. It isn't that we as teachers don't want fluent readers, but focusing solely on fluency leads students to skip words or omit understanding in the attempt to read as many words as possible in a period of time.

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I took away from this podcast the importance of comprehension over fluency focus in instruction. It isn't that we as teachers don't want fluent readers, but focusing solely on fluency leads students to skip words or omit understanding in the attempt to read as many words as possible in a period of time.

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This podcast was so great.  I want to continue to use the formal and informal assessments that I have to guide my instruction not only in guided reading but see how I can carry them across all literacy areas.

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It was so affirming to hear Jan talk about the great things that we already do in our district when it comes to balanced literacy. The productive struggle that she talked about is something that I have to remind myself daily to let me students have. It is so beneficial for my students.

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* Assessments come in different forms and each hold a different purpose: running records, writing samples, sight word patterns, read aloud lessons, fluency tests

* Responsiveness (Things to think about): How will I use the information gathered in my assessments to guide my decisions while lesson planning? What do I know about my kids that will affect my instruction?

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This podcast did a great job reiterating how important it is to focus more on comprehension than fluency. Although a fluency check provides you with information it will not tell the whole story. I know that in my guided reading groups, fluency checks give me talking points so that I can comment on my students’ reading voices.  We know that fluency is important, but what we really want is for our students to stop and check for understanding. Although it seems challenging at times to find the “right” book for students it’s a payoff when they get to participate in a productive struggle.

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This podcast did a great job reiterating how important it is to focus more on comprehension than fluency. Although a fluency check provides you with information it will not tell the whole story. I know that in my guided reading groups, fluency checks give me talking points so that I can comment on my students’ reading voices.  We know that fluency is important, but what we really want is for our students to stop and check for understanding. Although it seems challenging at times to find the “right” book for students it’s a payoff when they get to participate in a productive struggle.

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I would like to focus more on my running records and putting more of an emphasis on them when planning. I would also like to brainstorm new ways to assess kids comprehension with tools the district and colleagues have to get a better picture of my students skills. Using them to better my instruction to fit my students.

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After listening I am encouraged to focus on assessing students and allow those assessments to guide my planning process. I normally use my running records and the students written responses to guide my instruction, but upon hearing this I want to focus more on this process more to better my students. I was also intrigued by her critique of the correct words per minutes assessments. I have often administered this assessment and used it as progress monitoring. Jan's ideas have made me realize the I need to put more emphasis on other assessments to determine student progress.

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I really liked how the parts of guided reading Jan was describing and the literacy framework is how we structure our day for our students. It was also very encouraging to hear the idea that we should daily be assessing our students and adjusting our plans to fit those students. This is something my team does so well, we collaborate frequently to give our kids a more consistent instruction and challenge them in the best way. It was exciting to hear how important these things are and motivating to continue to focus on them as I am planning for days ahead.

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I would like to use my running records more in shared rather than mostly in guided.  I make notes in my head but writing it down and keeping progress will be more beneficial.  By doing both, this would allow me to drive the next lesson.

We have students read for 15 minutes silently to build their rigor. Listening to her, I want to really focus on having students pick books that will help build their fluency and reading level. I obviously want them to be interested but if they continue to read a lower level it won't help them in the long run. (find a good balance)

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She goes on to talk about the state timed reading tests.  This isn't a great indicator for a student which makes me happy because I always got nervous as a student reading them. We should measure fluency for expression, using the correct reading strategies (punctuation), them being able to look ahead. By taking the timed test it shows us students can read but not if they understand what the text is saying.  That comes from them stopping and going back to reread or trying to figure out a word, which the test doesn't allow for. Hearing all of this is great because we know our students levels without having them take this.

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I really like how she talked about guided reading; this is when students are engaged in a productive struggle. We have been challenging out groups more and I think by doing this it increases their engagement.

She also talked about a balanced literary framework which our district does a good job at. She then went on to talk about using all areas of literacy to see more a more productive and effective classroom. We have to use everything we teach throughout the whole day, not just shared or writing.

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I truly enjoyed the end of their conversation when she mentioned that in order to move kids who continue to struggle forward, we should use her  "Next Step Forward Reading In Intervention" Ideas from her book.  She mentioned a good place to start would be in Chap 6.  I am very interested in reading more about her.

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I truly enjoyed the end of their conversation when she mentioned that in order to move kids who continue to struggle forward, we should use her  "Next Step Forward Reading In Intervention" Ideas from her book.  She mentioned a good place to start would be in Chap 6.  I am very interested in reading more about her.

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In this podcast, Jan discusses 3 steps in providing good reading instruction.  I love the ideas of Assess, Decide, Guide.  It's super powerful. I would like to observe someone that might be using Jan's model.  I think finding different ways to use these strategies across the District would be beneficial.

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In this podcast, Jan discusses 3 steps in providing good reading instruction.  I love the ideas of Assess, Decide, Guide.  It's super powerful. I would like to observe someone that might be using Jan's model.  I think finding different ways to use these strategies across the District would be beneficial.

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I loved how this podcast presented some of the same ideas we are implementing here in District 54.  Having the balanced framework is important but I loved how she challenges us to think about other ideas while using our framework.  Some of her 6 strategies she mentioned really touched home for me on how I could use those to challenge my students a little more. 

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I loved how this podcast presented some of the same ideas we are implementing here in District 54.  Having the balanced framework is important but I loved how she challenges us to think about other ideas while using our framework.  Some of her 6 strategies she mentioned really touched home for me on how I could use those to challenge my students a little more. 