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Are we ever going to get any answers?

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How do we engage students? Are there videos to see how it should look? I am a visual person.

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The formal assessment at the end of each unit does not cover all the objectives taught throughout the unit. Is there a place we can find 

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The formal assessment at the end of each unit does not cover all the objectives taught throughout the unit. Is there a place we can find 

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This program doesn't seem to foster the Creativity component of the 4 C's! If we are following the writing component of ReadyGen, this doesn't seem to allow for the creative projects that we could do outside of it. For opinion writing, I'd love to do a mock literacy election. I want my children to nominate their favorite book character to run for president. They will give their opinions as to why this character would make a good president. We want to collaborate with our 3rd grade buddies and possibly create "Literacy ads" using iPads. However, when we will be able to fit in our creativity and collaboration with this program. Think, pair, share is an awesome Kagen strategy, however, after a while it will get boring to our kids. How can this program foster creativity???

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How do you do ReadyGen to it's fullest and be able to do guided reading/strategy groups. I'm overwhelmed in trying to figure out how it all works,

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How do we teach Ready Gen with fidelity AND teach small groups? We are worried about reaching our "red" kids. They need more than whats in Ready Gen.

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How do you do ReadyGen in it's fullest and get in guided reading/strategy groups?

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How do you do ReadyGen in it's fullest and get in guided reading/strategy groups?

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I have a student that is reading two grade level below her current grade.  She is hating reading can't read the material and therefore is having behavior issues.  I have stopped teaching her the whole group reading lessons because she needs to start having positive mindset experiences to build her confidence in her reading.

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I have a student that is reading two grade level below her current grade.  She is hating reading can't read the material and therefore is having behavior issues.  I have stopped teaching her the whole group reading lessons because she needs to start having positive mindset experiences to build her confidence in her reading.

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Trying very hard to implement this program, but I do not have enough time in my day.  Trying to include REadyGen whole group, small group reading, writing, and RTA passages, model Monday passages and progress monitoring.  I am finding lessons are rushed and my teacher instinct is the quality of my teaching is suffering.  

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Trying very hard to implement this program, but I do not have enough time in my day.  Trying to include REadyGen whole group, small group reading, writing, and RTA passages, model Monday passages and progress monitoring.  I am finding lessons are rushed and my teacher instinct is the quality of my teaching is suffering.  

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How do you have time for 3 assessments on each standard? Do you have students read another GRADE LEVEL text to see if they can apply the skill and use as an assessment?

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Can we get coverage to observe another school who has already implemented this program successfully? (i.e. Fuquay)

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How can we work smarter, not harder?? This takes a LOT of planning time to figure out. Many grade levels are making supplemental materials to go with this program.  It feels almost impossible to be able to do it without those supplements!

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I feel like my eyes are glued to my teaching manual instead of my kids. This kind of teaching doesn't come natural. How can I get to a point where I understand the program enough to teach without the manual in my hands
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How do we fit everything in? I'd like a list of priorities:  guided reading, strategy groups, individual conferences, RTA passages, read alouds.  Furthermore, an example of a literacy block schedule that meets the needs of MOST students would be helpful - I realize that each class is different. Lastly, the lessons are very repetitive and boring. It's bad enough that we have give RTA students a lot of passages which seem to kill their love of reading. While I like the text selections, facilitating group discussion questions and filling out graphic organizers day after day is a snoozer. 

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How do we fit everything in? I'd like a list of priorities:  guided reading, strategy groups, individual conferences, RTA passages, read alouds.  Furthermore, an example of a literacy block schedule that meets the needs of MOST students would be helpful - I realize that each class is different. Lastly, the lessons are very repetitive and boring. It's bad enough that we have give RTA students a lot of passages which seem to kill their love of reading. While I like the text selections, facilitating group discussion questions and filling out graphic organizers day after day is a snoozer. 

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Quarterly pacing guide for standards and big ideas would be helpful! Writing lessons jump around form topic to topic and I'm finding it difficult to stay focused! The students are strugglig to focus on such lengthy lessons. 1st graders are loosing interest in the same book for weeks. Materials are nice but are requiring a lot of printing for students. Younger kiddos can't copy graphic organizers and definitely need to be learning how to respond to text orally and in writing but our copies are limited! I would love to see a model lesson in the lower grade, incorporating small groups and writing! 

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Quarterly pacing guide for standards and big ideas would be helpful! Writing lessons jump around form topic to topic and I'm finding it difficult to stay focused! The students are strugglig to focus on such lengthy lessons. 1st graders are loosing interest in the same book for weeks. Materials are nice but are requiring a lot of printing for students. Younger kiddos can't copy graphic organizers and definitely need to be learning how to respond to text orally and in writing but our copies are limited! I would love to see a model lesson in the lower grade, incorporating small groups and writing! 

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How can we manage the Writing portion ?  For example, one lesson might expect students to research a topic and write an informational text about their research.  There is not time to complete that in one lesson, but the next lessons move on.

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How can we manage the Writing portion ?  For example, one lesson might expect students to research a topic and write an informational text about their research.  There is not time to complete that in one lesson, but the next lessons move on.

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Are we able to use the text resources from ReadyGen and the standards identified to teach, but use our own strategies for delivering the lesson?

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Are we able to use the text resources from ReadyGen and the standards identified to teach, but use our own strategies for delivering the lesson?

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How can we identify which standards are essential each quarter so we can focus on those.  They repeat throughout the units, but I don't think it's in teachers or students' best interest to assess every standard every quarter.

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Are we responsible for assessing every standard that is covered each quarter?

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There must be something I'm missing... this resource seemed like it could be great when i first looked at it, now I feel like I'm under a glass ceiling I can't break through. Can we get a pacing guide to help us out?

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WCPSS has a grading grid for each quarter for literacy... can we get this for ready gen? It is very hard to keep track of every standard that needs assessed. Also, how do you assess with this program. The program is taking up so much time, I don't feel like I have the time to assess what I would normally be doing. Can someone model a lesson for us? With assessment explanation. Also the graphic organizers can be a great tool, but our copies are limited and I worry we will run out with everything ReadyGen expects!

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I am very overwhelmed with this program, reading the same book for 2 weeks is difficult when it loses our kids' attention. This program seems to be above our grade level and too difficult for our kids (and teachers) to follow sometimes. Where is the rhythm, where is the groove to the program that I am missing??

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How do students use the online component easily?

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How do students use the online component easily?

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I am in desperate need of a pacing guide for the quarter, similar to what WCPSS gives us to help me see the big picture here. I am drowning in each module and can't see the landscape of what my students should be getting.

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I am in desperate need of a pacing guide for the quarter, similar to what WCPSS gives us to help me see the big picture here. I am drowning in each module and can't see the landscape of what my students should be getting.

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With RTA passages (3 x/week) plus GR groups and progress monitoring, these lengthy lessons do not allow me to diversify the needs of me students. Plus, we are supposed to be a green school and the copies needed for this program are numerous!

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With RTA passages (3 x/week) plus GR groups and progress monitoring, these lengthy lessons do not allow me to diversify the needs of me students. Plus, we are supposed to be a green school and the copies needed for this program are numerous!

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Is there a good place for me (Kelly) to go to learn about what's available for our students digitally? Ive uploaded students and put them in classes, but I'm not sure how to support our teachers after that :)

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With so many parts to each lesson I am feeling very overwhelmed as to how to implement it on a daily basis. It takes so long that it makes it hard to do literacy centers which are so important for learning to read. It seems as though if we were to do  every part each day that is all we would have time to do. It would be really helpful to see a lesson put into place completley so we know what we are supposed to be following.

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With so many parts to each lesson I am feeling very overwhelmed as to how to implement it on a daily basis. It takes so long that it makes it hard to do literacy centers which are so important for learning to read. It seems as though if we were to do  every part each day that is all we would have time to do. It would be really helpful to see a lesson put into place completley so we know what we are supposed to be following.

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Length of lessons are very long, needing to be split into 2 lessons. Therefore I'm feeling like I'm "behind". Is it because of the lenght of our literacy block or are the lessons designed to be more than one day? Next year, I would like to have time for the "basics" before jumping into Ready Gen. 

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Length of lessons are very long, needing to be split into 2 lessons. Therefore I'm feeling like I'm "behind". Is it because of the lenght of our literacy block or are the lessons designed to be more than one day? Next year, I would like to have time for the "basics" before jumping into Ready Gen. 

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For kindergarten, it is very tedious and frankly above most of the kids and not fun. The same book for over two weeks is too much for them. They get bored and lose interest. Also, it is too much too soon. We didn't even get to teach them the basics (RG expects the kids to "read" the teacher's charts.  I have to illustrate so they can understand it). It's a lot of watching the teacher and not much of interactive participation with the charts. Plus, it takes too long to implement. I wasn't able to do Literacy Centers (where I actually teach my kids to read) because implementing RG took up that time.  Please do not get me started on the writing piece...My question is, what am I missing??

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Is there a video resource that can be viewed for the staff that shows the full lesson or ELA block