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I think there are a lot of questions that need to be answered- how can we support each other?  What is the direction we are taking in the bilingual classrooms vs. the monolingual classrooms?  

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I think there are a lot of questions that need to be answered- how can we support each other?  What is the direction we are taking in the bilingual classrooms vs. the monolingual classrooms?  

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more time to for students to "chatter" along with extended time for them to think prior to responding.

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We could our reading focus from teaching regular guided reading to strategy instruction in small groups depending on student needs.

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Text levels are for teachers not for students? ( never restrict their choosing of books)

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Text levels are for teachers not for students? ( never restrict their choosing of books)

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Strategies for giving young kids access to our libraries

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Stephanie Harvey non-fiction comprehension strategies book is structured to teach each strategy independently.  We talked about teaching the all strategies accordingly to student needs and applicability to text being read and explored.

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Stephanie Harvey non-fiction comprehension strategies book is structured to teach each strategy independently.  We talked about teaching the all strategies accordingly to student needs and applicability to text being read and explored.

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Currently Twain's LMC has book levels, however students are taught to use their level as a guideline to assist them in choosing their books.  Students are encouraged to move up or down and use their level more as a tool.

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Currently Twain's LMC has book levels, however students are taught to use their level as a guideline to assist them in choosing their books.  Students are encouraged to move up or down and use their level more as a tool.

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What is core for Tier C?  Can they miss these mini-lessons?
Her ideas of strategy lessons are different than Stephanie Harvey who teaches a specific strategy for each anchor lesson?
We are concerned about the lack of any language that kids are coming to school with.
Also what is the strong decoding strategies that happen in the primary room to teach the children how to decode?

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We agree with that the reading levels should not limit student choices for independent reading. In the primary grades, we've encouraged students to read the pictures if the text is too difficult. For bilingual students, allow them the choice of language that they would like to read for independent reading.

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Reading responses can be busy work when students have difficulty structuring the written response. This takes away from time on reading.

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-we like having kids converse with peers rather than teachers.
-we can work on modeling if they are not at this stage to complete independent.
-strategies are good but they assume that all our kids are at these level to complete them.

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The language proficiency levels and the various ways for students to chatter in order to support classroom language.