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Using MOY data, I made changes to my Must Dos. The lowest area across the board in my room was comprehension, so we moved from a weekly reading journal to a weekly reading passage with comprehension questions. I alternate between fiction and nonfiction each week.

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I have used Story Jumper with my students with poetry writing.  They are able to create an online book of the poems they've written.

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Our poetry unit went extremely well. First, I modeled the type of poem. Then collaboratively we wrote that type as a class. Finally, students wrote a poem on their own. Seeing, practicing, and implementing resulted in incredible student work!

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I have been implementing writing on day 2 of guided reading. My coach has helped me to make sure that my questions are guided towards comprehension instead of a personal connection.

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Kindergarten: Reading about and researching pets

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Kindergarten: Reading about and researching pets

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I have worked with another teacher in my building to "revamp" ELA time in my room, and have successfully implemented Reading Centers with centers that include Reading and Writing activities.

I have also changed my schedule within Reader's Workshop to make it easier for me to meet with groups.

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This year I have felt much more confident placing my students in guided reading groups and then knowing what each group needs to focus on. My groups have been more fluid than in the past, I and I have seen great progress! The Jan Richardson templates were a great resource for how to break down the minutes in a lesson.

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I've implemented RAZ assignments to my weekly Must Dos. If a student is struggling with a certain type of comprehension question, I use this to guide my small group instruction for the upcoming week. This also gives my students a weekly practice with reading material on a screen (since that's the format their district and state tests will be).

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Kindergarten: Modeling mistakes, its how we learn

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Kindergarten: Modeling mistakes, its how we learn

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Into the book, read theory, raz kids

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I have been able to incorporate more interactive writing lessons and some new strategies in my guided reading groups.

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I have been able to incorporate more interactive writing lessons and some new strategies in my guided reading groups.

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I changed up my Fairy Tale Writing unit. In past years, they have written fractured fairy tales in a narrative format. This year I decided to have them create fractured fairy tale comics. Their level of engagement in writing has been phenomenal for this unit.

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My focus this year has been on my English Language Learners. I have added Interactive Writing to my day.  My students are able to understand the reading and writing process better than be

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My focus this year has been on my English Language Learners. I have added Interactive Writing to my day.  My students are able to understand the reading and writing process better than be

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Kindergarten: Sight word focus on being able to read and write words that match text level

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Kindergarten: Sight word focus on being able to read and write words that match text level

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I have set my class up on Read Theory. We have started using it. I would like to make it a more consistent component to our Reading time.

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We are taking our narrative unit VERY slow. Examining characters, settings, problem/solution, and the rise and fall before we even start writing. Some students have been begging to just start writing their story so an analogy was provided that asked the students, "If I had to run an errand but didn't know what errand I was running, would the errand ever get ran?" With this analogy light bulbs went off and students got it!

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Our teachers are targeting all literacy instruction to each students' needs, providing not only leveled text and writing activities, but also leveled vocabulary/sight word lists and phonics practice.

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Our teachers are targeting all literacy instruction to each students' needs, providing not only leveled text and writing activities, but also leveled vocabulary/sight word lists and phonics practice.

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I have used the Quality Phonics Screener to find a good "starting point" for interventions.

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I have used the Quality Phonics Screener to find a good "starting point" for interventions.

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I had about 1/2 of my class one or more grade levels below in reading at BOY. By MOY all except 2 students were on or above grade level in terms of reading levels.

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This year, I've used a "book of the week" that we read each day, examine more closely and focus on different comprehension strategies (prediction, visualize, retelling, etc). The students love it and I've seem some higher-level thinking from my K students!

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Incorporated Must Do's and May Do's in math and literacy during station

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Incorporated Must Do's and May Do's in math and literacy during station

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I feel that I have been more focused on my objectives for my guided reading groups. I have been more targeted and I feel that my students have a much stronger and more solid foundation!

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I have been focusing on taking running records during guided reading time.  I am learning to decode strengths and weaknesses in student reading abilities, which allows me to make decisions on future instructional processes.

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I have been focusing on taking running records during guided reading time.  I am learning to decode strengths and weaknesses in student reading abilities, which allows me to make decisions on future instructional processes.

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I've been able to take a deeper dive into iReady and finding all the many resources it provides. I feel I have been able to better teach my students and focus my instruction for each student in reading.

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Since I added writing to my guided reading workshop my students have been comprehension.

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As a fourth grade we had students research a future career and write about what they would need to accomplish throughout elementary school, high school, and beyond. It was really eye opening for some students who wanted to be famous you-tubers. At the beginning they thought they just needed a computer and a camera but after researching realized there is much more to it than that.

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Using reading time to engage students in learning about topics including science and social studies disciplines.

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Using reading time to engage students in learning about topics including science and social studies disciplines.

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When meeting with groups, we have read nonfiction articles that relate and tie-in with our PBL unit.

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I am focusing on using my DRA assessments to drive the planning of my guided reading lessons.  

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I am focusing on using my DRA assessments to drive the planning of my guided reading lessons.  

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We write daily in our journals about our experiences in the classroom, homes, and world.  Students are learning to write about their everyday experiences.

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We write daily in our journals about our experiences in the classroom, homes, and world.  Students are learning to write about their everyday experiences.

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We have used MAP resources and rubrics to guide are writing instruction.

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I have learned that I try to teach too much in one guided reading lesson. I have learned to make 2 and 3 lesson plans at one time and focus target on one strategy at a time.

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We are working on our Career research papers.  I am able to model while discussing the components of my career.

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The students are given time to write about anything going on in their daily lives. They are allowed to share them with me if they'd like, or to keep them to themselves.