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Writing standards will be the easiest standards to teach remotely.

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When it comes to anchor texts in remote instruction, it will be necessary to read the entire book during synchronous lessons.

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I think that all of the standards will present different challenges in moving to remote teaching and learning, but I think that writing will be the "easiest" transition since there are so many collaborative opportunities on Google Docs (peer editing and conferencing with a teacher) that can work with Google Meet even. I can also see guided teaching of model and mentor texts during synchronous through screen sharing. I think it will be harder for students who struggle with typing or are less comfortable with this, though.

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Editing & Feedback will be easier to navigate. Plus everything will be saved online so we can go back and expand on past writing. I'm also really hoping to split up large narratives this year that we work on over the course of the quarter as we learn new skills.

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I think assigning the work will be easy-ish, but I think students who typically struggle with writing will be really against writing independently (I'm imagining during asynchronous time). However during synchronous time, it might be easier to conference with kids and have meaningful conversations since the magic of Chromebooks has undoubtedly faded by now... but I really think if kids get stuck while writing, they're not going to be willing to push through the problem, or if they can't get immediate help/feedback they'll just call it a day. Maybe I'm just having Spring Remote Learning flashbacks...

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Since a lot of writing assignments tend to be bulkier than other assignments, I could see students needing our direct support more than they might for, say, interpreting metaphors. Of course, there's room to adapt what we do in response to such challenges.

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I think a lot of the same challenges of teaching remotely will apply to all types of standards, but maybe Speaking/Listening standards will be easiest.

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Because we don't have to get students a lot of text and scaffolding can be pretty easily transferred to virtual spaces (such as outlines, organizers etc)

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It may pose more of a challenge
for some students than others

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I agree because one on one conferencing is so essential when doing Writer's Workshop, and I found that uninterrupted Zoom/Meet time with kids allowed for me to focus only on their writing and not be constantly interrupted by other kids

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I think that writing independently is easier for some students and more difficult for others. I know that writing assignments I have guided past students in have sometimes required a lot of prompting to keep students going with the assignment. This may be difficult in a virtual setting.

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I think it will pose the most challenge for students with language disabilities since they need a multi-modal teaching format in order to learn grade level writing skills.

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I think that the excerpts we really want to focus on and use for instruction will need to be taught/discussed in synchronous lessons. Supplemental chapters, while important to a student's overall understanding of the plot, don't need to be read together whole class/small group.

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I disagree that it will be necessary to read the anchor texts only during synchronous time. I think it will be essential to use synchronous time to build on asynch. time, especially when students are struggling with an aspect. But I think that there are opportunities for things like partner reading/book groups, audiobooks, and other supports during asynch. time to support the synchronous time.

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I think we will still be able to teach excerpts, and they can still be effective for remote teaching. However, we could probably fit in more of the text than we usually would, since kids pacing might be able to be better adhered to during remote learning (reading on their own time, audiobooks, etc)

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While I think we should read excerpts of critical parts of the books, I think it's important to build their independent reading skills and they should be able to read smaller / less important parts of the books on their own with discussion / checks for understanding later

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I think it would be more beneficial to use the time during synchronous lessons to focus more in depth on some excerpts from anchor texts and on close reading of those to build students' skills, and then they can read more asynchronously to practice their independent reading.

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Reading portions - especially early on in a text - could be beneficial, but reading strikes me as the perfect asynchronous activity. Synchronous time can be used to go over what they've read; to perform close-reads on what they've already encountered; and to make connections between this and prior "episodes" - but that doesn't mean the reading has to be done together.

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I was debating using anchor text reading primarily during ASYNCHRONOUS lessons. Make recordings of me reading the book (I was hoping to do this over the summer but they didn't make a decision quick enough for me!) and then synchronous lessons would be focused on what they read/listened to. Or we could spend synchronous lessons reviewing challenging or confusing parts that they have already seen.

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I think for students who are motivated and are strong readers they'll be fine with reading some asynchronously, but for struggling readers this may pose a challenge.

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While there will most likely be students who benefit from or need the support of reading anchor texts in a small group, I do not think it will be necessary to read the entirety of each anchor text during whole class synchronous lessons. There will be some students who for whom that does not make sense because they can read anchor texts independently. I think reading each anchor text only during synchronous time will take up too However, if a teacher wants to read parts of the anchor text during synchronous lessons, it could work well.