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My aha moment was when Kim elaborated on the imbalance between visual and meaning and how guiding kids to use both can really help them access more texts.

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My aha moment was when Kim elaborated on the imbalance between visual and meaning and how guiding kids to use both can really help them access more texts.

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I love the Prompting Funnel. I immediately went home and watched a YouTube video to learn more. I can definitely use this with my students during guided reading and lit accel.

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I love the Prompting Funnel. I immediately went home and watched a YouTube video to learn more. I can definitely use this with my students during guided reading and lit accel.

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After listening, I am reflecting on three things: my process of analysis of those formative assessments given, the prompting funnel, and making balanced literacy better. As the year-end rolls around, I'm hoping to be more deliberate in my analysis process: spending more time analyzing notes from running records, acknowledging each students' reading process, and searching for patterns. I will search for resources re: prompting funnel (so please share out if you have!) to be used tangibly in reading groups. I couldn't help but wonder what some examples of "making balanced literacy better" would include in the opinion of Kim Yaris during her discussion of "tripping over the truth".

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My building shared the prompting funnel with all staff recently, and I plan to use it to guide my questioning during guided reading groups. I will also be more purposeful in taking objective anecdotal notes and "analyzing later" like Kim suggested in the podcast.

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It really stuck with me when Kim was talking about how teachers should take anecdotal notes first withOUT analyzing, but just take objective notes about WHAT students are doing as they read. We often keep track of "stars and wishes" in the moment as students are reading but if we were to take more objective notes and analyze later, we may be more accurate and meaningful with students' strengths and weaknesses as readers.

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I think one area I would like to think more about is how formative assessments can be used to drive conferencing conversations with students. The quote "the brain that does the work is the brain that does the learning" really resonated with me. Providing time for these reflective conversations with students and support staff during acceleration blocks would be powerful ways of helping students see transfer in skills. In addition, helping students make meaning of their learning and recall strategies they already know to tackle new complex text would help students begin to be more reflective of their own learning.

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I loved the idea of teaching as a process versus teaching the material or a text.  Teaching should be about helping students figure out these processes and this involves us as teachers to be responsive to students and the data we collect.  One of the first places we can do this as educators is through formative assessments and our conferences with students.  This also made me think about team formative assessments and how we are gathering student data and student learning from these assessments.  This was a nice tie in to the assessment conversations presented at the Innovate meetings and thinking about what types of questions can be crafted to help teachers gain the most insight on student learning.

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Moving forward, I am going to be more focused on if my students are favoring print or meaning and using that knowledge to write more detailed anecdotal notes notes and use those as a better formative assessment to better guide my instruction.

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One big idea I was reflecting on was focusing more on formative assessments as opposed to summative assessments. For me, formative assessments are so easy when it comes to other subjects, like math, but I tend to struggle with formative assessments when it comes to reading. Reflecting on my current practices, I feel like by the time my students take a summative assessment, we're already on to new content and standards and it feels like its too late.

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As I was listening a made a connection with this quote, "The brain that does the work, is the brain that does the learning." When she stated that we as teachers think of ourselves as being in charge of their learning... I can totally relate to that, I feel that we all can. But I realized that we should just be there to help guide and facilitate their learning. We need to have the students look to themselves first, then the text and look to us LAST to help break that cycle of learned helplessness.

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As usual I had too many takeways to choose from however my most meaningful takeway was that we get so much more mileage out of our students by just sitting and interacting with them. Just relying on assessment data isn't enough. By having them talk about their reading and their writing, it allows us to get a bigger picture of what they know and what they need. I feel like I have always known this, however it is SO easy to get caught up in the data and just focus on that. This helped reassure me that what we are doing is really looking at the whole child not just numbers.

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The biggest take away from this podcast that I took was regarding using formative assessment data to determine what it's telling us.  I feel that we take great notes, however as support staff finding the time to analyze, discuss & share with teams regarding what the data is telling us is the most challenging part.  I like how she spoke to the responsiveness to find text to support the needs of kids and to really know and understand the kids in front of us. 

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The biggest take away from this podcast that I took was regarding using formative assessment data to determine what it's telling us.  I feel that we take great notes, however as support staff finding the time to analyze, discuss & share with teams regarding what the data is telling us is the most challenging part.  I like how she spoke to the responsiveness to find text to support the needs of kids and to really know and understand the kids in front of us. 

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I definitely need to be shifting my teaching towards having students do more of the work as well as making sure that students are truly in charge of their learning. I know students will struggle with reading throughout the year and that I am in the classroom to help them, but I need to find a difference between supporting students and rescuing them. 

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I definitely need to be shifting my teaching towards having students do more of the work as well as making sure that students are truly in charge of their learning. I know students will struggle with reading throughout the year and that I am in the classroom to help them, but I need to find a difference between supporting students and rescuing them. 

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I enjoyed from this podcast hearing more about the importance of "process" over the importance of "product," or in the case of guided reading, anecdotal notes and formative assessments over the importance of summative assessments. I have learned so much more about where my students currently are in regards to skills when I can analyze the conversations they are having with their peers. 

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I enjoyed from this podcast hearing more about the importance of "process" over the importance of "product," or in the case of guided reading, anecdotal notes and formative assessments over the importance of summative assessments. I have learned so much more about where my students currently are in regards to skills when I can analyze the conversations they are having with their peers. 

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During small group instruction it can be easy to jump in and save a student who is struggling to find the answer. It's almost instinct to provide them with the answer that they are searching for. I need to make sure I am providing them enough time to "look at themselves" and "look at the text". There are definitely moments where I take that opportunity away from my kids. So, moving forward I want to be more mindful of how much I am providing for my students when it isn't necessary. I can take a step back!

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My biggest takeaway from this podcast was "prompting funnel". I have started to become more aware of my students who immediately rely on me for answers and to solve their problems for them through out the day. Even during summative assessments I find my students asking me more questions than usual such as, "How do I do this?" and "I don't get it" before they give themselves the chance to try it. Moving forward I want to use the prompting funnel during those moments and in guided reading to remind them that they have the tools a lot of the times and really do not need me as much as they think!

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I think there is a big connection between allowing students to "do the work" in guided reading and the PBL model. As I have tried to make more inquiry-based assignments during shared and writing, my teaching has become way more messy and unpredictable but I have also seen students come up with ideas and products I would have never expected. I think as students learn to be more independent with projects and assignments, it makes sense that this would also be applying these skills as they read during guided.

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My biggest takeway from this podcast was the idea that this is the next "generation" of best practices for Guided Reading. Kim talked about how the teacher should be the last resort if a student cannot find an answer from their own knowledge or in the text itself. As an 8th grade teacher, this is something I want to keep in mind because I want to make sure my students have independence and are self-motivated when they go to high school. 

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My biggest takeway from this podcast was the idea that this is the next "generation" of best practices for Guided Reading. Kim talked about how the teacher should be the last resort if a student cannot find an answer from their own knowledge or in the text itself. As an 8th grade teacher, this is something I want to keep in mind because I want to make sure my students have independence and are self-motivated when they go to high school. 

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When Kim talked about having students do the heavy lifting, she mentioned that “the brain that does the work, is the brain that does the learning.” The 1st, 2nd, 3rd prompting guide is a great starting place. Having students understand that they can and should first look within their own toolbox of strategies, then review the text for additional support, before finally coming to the teacher for support. Having this posted as a visual reminder for students would be a useful support in the classroom.

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As I reflect on this podcast, my greatest takeaway is about listening to kids read.  It is so important to not only take running records but then analyze the data you’ve collected.  We can continue to give formative and summative assessments throughout each unit, but that will only capture a snippet of their abilities.  Listening to kids talk about their reading and writing opens our eyes to so much more than reviewing their score on a test.

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I connected with the idea of over scaffolding. This portion of the podcast reminded me to be mindful of the support I provide students. As I plan, I will work to evaluate the scaffolding I have included for my learners to make sure I am allowing the opportunity for a productive struggle. I believe this will help ensure that my students are the ones doing the learning.

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The quote “The brain that does the work, does the learning” really reflects my goal for the 2019-2020 school year. Now that I have taught a few years in the same grade level, I feel confident in my understanding of the curriculum. Since I feel comfortable with the content, a goal that I set for myself this school year was to become more of a facilitator. It can be difficult to release control; however, by releasing my control over the learning, I provide students the opportunity to take control.