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We need time to consult with reading teachers before the protocol sessions.  

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We need time to consult with reading teachers before the protocol sessions.  

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I love the idea of visiting the principal for positive reasons and sharing it will our school community

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Math lab classroom documents/lessons are written for  60 minutes.  The grade 3 master schedule only allows for a 50 minute math block.

Tessa

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There aren't enough resources for teachers with large groups of students.

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There aren't enough resources for teachers with large groups of students.

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When students are pulled out for reading, there is no communication about what is being taught and what is the alignment with classroom instruction.

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When students are pulled out for reading, there is no communication about what is being taught and what is the alignment with classroom instruction.

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If we do this again next year, 2nd grade could use at minimum a month, but ideally the quarter to get to know our own children and complete assessments and train the young students how to work independently and change groups in our own classes before switching children. It was very difficult to expect children who have not been prepared to work independently in a room when they just have to do it because we are already rotating every few minutes. I also believe if we had a chance to get to know our children, the groups would be better balanced and productive and better meet student needs when we  switched.
Lisa S.

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It is difficult trying to teach the students to read with expression, and do my silly voices when I have to whisper as to not disturb the other 2 groups that are working in the room. It takes the excitement out of the reading lesson. 

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It is difficult trying to teach the students to read with expression, and do my silly voices when I have to whisper as to not disturb the other 2 groups that are working in the room. It takes the excitement out of the reading lesson. 

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It is overwhelming trying to run 3 reading groups with 3 teachers in the room. It is very noisy, no matter how hard we try. I am having difficulty hearing my reading group.

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It is overwhelming trying to run 3 reading groups with 3 teachers in the room. It is very noisy, no matter how hard we try. I am having difficulty hearing my reading group.

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Groups are far too large! Research shows that guided reading groups should be no more than 6 students.

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Groups are far too large! Research shows that guided reading groups should be no more than 6 students.

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Not enough time! Groups are way too large!!! Especially for lower level students!

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Not enough time! Groups are way too large!!! Especially for lower level students!

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I feel like with this model, the amount of students and the time, makes me feel like I am providing reading instruction based on quantity and not quality.

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I feel like with this model, the amount of students and the time, makes me feel like I am providing reading instruction based on quantity and not quality.

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Continued--We still don't know who/how/what  will grade students in the reading groups.  

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Continued--We still don't know who/how/what  will grade students in the reading groups.  

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We still don't know who we are supposed to test, or when we are supposed to test. I will not be able to give 24 Running records in one sub day.

Materials are unintentionally being overlapped because we have not planning time. I used a book for reading that another class was using for independent reading.

If the intention was for me to learn from Crystal as she taught in my room, it is impossible to do as I teach and manage the other children.

The higher group that I have may be getting more independent reading work on their level than with our previous model.

-Lisa S.

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I am still losing teaching time due to transitioning 2nd graders. When they arrive I have to get 2 groups squared away while a 3rd group waits for the 2nd teacher. Although the children are getting better at it, there are still 23 students to settle working in the room. (If I had my own class, seatwork could be related to other things we have done during the day which they already could have directions for. It also gives practice for things we are working on.) I'm also losing time transitioning at the end.

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I am still losing teaching time due to transitioning 2nd graders. When they arrive I have to get 2 groups squared away while a 3rd group waits for the 2nd teacher. Although the children are getting better at it, there are still 23 students to settle working in the room. (If I had my own class, seatwork could be related to other things we have done during the day which they already could have directions for. It also gives practice for things we are working on.) I'm also losing time transitioning at the end.

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We lose that extra practice time or the extra work time with our own struggling readers if they are not in our rooms for the reading period. I don't feel like I know them as well as readers .(Agreeing with Tessa.)

With 23  children working in the room either independently or with a group, it gets very noisy at times and it is hard for children or adults to concentrate. We can't work on fluency like a reader's theater because the volume gets too high very quickly.

20 minutes (or less once other groups are set) is not enough time to do a proper reading group.

The day is segmented so much that it is very difficult to integrate subjects. I would usually integrate science, ss, ELA/reading or writing at times as appropriate for the unit, vocabulary or skill,, but because those subjects are all chopped up during the day, I don't have time to finish lessons or integrate. We can't do anything in depth in 30 minutes isolated from any of the other blocks.

For 2nd grade, SS is at the end of the day after fundations. We have about an hour to do both. That is also when we have to pass out and go over homework and prep to go home. This is not enough time to do both fundations and SS/science well. (we need to integrate or there isn't enough time. By trying to give us more time, you have taken away our time to do our jobs well.
Units are set up for much longer periods. We can't do an hour lesson in 25 minutes.
-Lisa S.

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We are not able to have a flexible reading schedule when we have assemblies during our reading time.   (ex.  Math Wizard is suppose to 

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We are not able to have a flexible reading schedule when we have assemblies during our reading time.   (ex.  Math Wizard is suppose to 

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Our reading block ends at 2:20. We have had many interruptions during that time, including the last 5 minutes, or so when we are wrapping things up.

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Our reading block ends at 2:20. We have had many interruptions during that time, including the last 5 minutes, or so when we are wrapping things up.

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Today I tried  planning a social studies lesson based on the Bill of Rights.  I really struggled because I do not feel as though I know all of my students as readers.  When half of my class leaves for reading, I am not able to hear them read and transfer their needs to other areas during my day.

I am struggling with feeling like I do not know the whole child in front of me.

- Tessa

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There is still a need for discussion and coordination of who will be doing needed testing and when.  How is this shared with all the adults involved? How is this coordinated with IEP schedules to ensure the information is timely. 

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There is still a need for discussion and coordination of who will be doing needed testing and when.  How is this shared with all the adults involved? How is this coordinated with IEP schedules to ensure the information is timely. 

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Is this in reference to Running Record assessments?
Could you also elaborate on your last question? It is unclear as to what you mean re: IEP schedules.

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There is a concern that students with reading goals in IEPs are not being serviced by case managers.

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There is a concern that students with reading goals in IEPs are not being serviced by case managers.

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Are these students being serviced by a special educator?

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Groups are too large!!!   Reading should also be taught in the morning.

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Groups are too large!!!   Reading should also be taught in the morning.

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Students are not practicing skills that are taught throughout the day.  Guided Practice is important.

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Students are not practicing skills that are taught throughout the day.  Guided Practice is important.

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Could you explain this a bit more?

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There is not enough time, with the schedule, to have students practice what is being taught. 

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There is not enough time, with the schedule, to have students practice what is being taught. 

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Are you referring to a specific content area?

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Groups of 8 or 9 reading students, especially lower level, with only 20 minutes, is very difficult to accomplish a productive reading group.

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Groups of 8 or 9 reading students, especially lower level, with only 20 minutes, is very difficult to accomplish a productive reading group.

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With this method of grouping reading groups, students who have difficulty being in the same reading group because of behavior are not being separated. 

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With this method of grouping reading groups, students who have difficulty being in the same reading group because of behavior are not being separated. 

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Student groups can and should be adjusted if needed based on need including behavior.

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20 minute reading groups does not leave enough time to have a sufficient reading lesson.

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20 minute reading groups does not leave enough time to have a sufficient reading lesson.

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Love the rock idea!! I think students will be surprised!!

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Love the rock idea!! I think students will be surprised!!

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I loved the idea of the staff painting rocks.  I may add to this by having my students do a writing assignment and then each painting a rock to go along with it.

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I loved the idea of the staff painting rocks.  I may add to this by having my students do a writing assignment and then each painting a rock to go along with it.