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I feel that sight words are not only important, but having some kind of visual connection with them as well as with the sounds that form them. 

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I feel that sight words are not only important, but having some kind of visual connection with them as well as with the sounds that form them. 

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I still feel its appropriate to add the same words to our students' sight word banks as a class - especially if the word contains something we are explicitly learning about - like a vowel team

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I still feel its appropriate to add the same words to our students' sight word banks as a class - especially if the word contains something we are explicitly learning about - like a vowel team

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what does it mean for a sight word to be mapped?

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what does it mean for a sight word to be mapped?

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With Covid, students who have limited resources have less opportunities to experience things, which then puts the responsibility on teachers to try their best to give students as best of an experience so that they can have background knowledge and develop their vocabulary.

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The workshop is too difficult for students when they don't have the foundational skills. 

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The workshop is too difficult for students when they don't have the foundational skills. 

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Sounds like we need to teach how students learn to create those paths in their brains

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Sounds like we need to teach how students learn to create those paths in their brains

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We talked about the importance of scaffolding to meet the grade level targets for

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Shocking results, I was hoping she will touch on retention and short memory issues. Retention is a huge issue with our EL kiddos. 

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Shocking results, I was hoping she will touch on retention and short memory issues. Retention is a huge issue with our EL kiddos. 

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The brain research was interesting. Especially for our students struggling with dyslexia. We need to really make improvement with our phonemic awareness and mastery.

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It sounds like having a smaller number of students in K-2 allows teachers to give more individual attention to students who really need it.

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In an ideal world, keeping K-2 classes small could possibly help students bridge the gap because they would get more intense and individualized attention.

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In an ideal world, keeping K-2 classes small could possibly help students bridge the gap because they would get more intense and individualized attention.

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What do we do once kids are past K-2 and did NOT receive the early intervention they needed?

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I wonder how to support students who don't come into Kindergarten without a preschool background or from families without English or a language that doesn't have a DL program at school

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I wonder why this research has been out for so many years and education is just now catching on.

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We NEED to keep these class sizes smaller and support all needs. READING, MATH, SEL

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Something needs to be done before students enter kindergarten. There should be a system in place for parents on how to help students at home and things they can do.  

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Something needs to be done before students enter kindergarten. There should be a system in place for parents on how to help students at home and things they can do.  

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Correlation between class size and reading/literacy abilities of students?

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From what the research is stating, sounds like early intervention is very critical for readers' success moving forward. I noticed most needs in phonics.

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According to data, our kiddos are falling behind

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Data is showing that our young students need more support with reading.

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Data is showing that our young students need more support with reading.

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Having the experience in both early childhood and late, I feel that the ISBE guidance reminds us to continue to expose all students to grade level text and experiences.