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I learned that the teacher kept probing to really ascertain what the child understood. She didn't get frustrated that he was tired, and she had him read again to improve his quick recall for the check for comprehension strategy. He was able to recall much better the second time, and she immediately said, "Tell me more." and continued to probe. His engagement even grew as he understood more the and you can tell by his quicker, more detailed responses. He carried this over to the next page as well even after spending extra time decoding exactly what the words on the page were with support and redirection back to heard, and word endings on kitten and meows. She teaches a new strategy, Skippy Frog, in the context of reading and they try it with even. This shows met that in tutoring, you do not have to stick with one strategy at a time -- good readers try different things throughout reading. She also did not overload with new strategies, relying on prompting, rereading, and repeating what the student said more often.

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3. What is diagnostic teaching?
How does gradual release of responsibility fit in this model?  What can tutors do to support metacognition? What did you learn from the video of the tutoring session?

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2. Now that you've assessed your practicum students and gotten to know them better, share how you might use writing as a means for cultivating one or more of the 5 pursuits.

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1. Describe or model strategies for helping kids make explicit reading-writing connections during tutoring.

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Diagnostic teaching consistently asks, What can the student do with support?

BRI is a starting point for level. Next zoom in to an F&P level as a starting point. Consider the reading behaviors above to decide an F&P level and choose materials.

Diagnostic Teaching is all about decisions. Initial decisions in planning but also in the moment decisions when what you see from the student at the moment tells you to go a different direction. We only plan one day at a time (reminds me of Acacia-overarching goals yes, but plan one lesson at a time because it's responsive to what the student learned and does in the prior session). Cannot do the same thing over and over if it's not working. Be ready to modify, adapt, change.

GRR is aligned to diagnostic teaching, but you slide between stages throughout each lesson and over time.

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Yes! Calkins! I'm a rarity in my building in that I love Calkins - with adaptations for ELs of course, but the choice piece is huge.  Reading Response for both my tutoring students - but also argumentative for my older student. I plan to center her life experiences, explore culturally relevant texts together and use argumentative writing to cultivate criticality. I want to support her writing in response to what we read, whether the topic comes from her interests or her cultural experience. I want her to experience reading and writing in a totally different way from what she's had in reading and writing up to now. Student-led and cultural relevance is huge for students her age especially if they struggle. I also love the requirement to write with my student. I love writing, myself, and I agree that it's a great way for students to learn with me, and that coaching role helps assuage the pressure on them.

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"When you find yourself reacting to something in a text but don't want to take long to stop and jot, mark the spot with a symbol, then keep reading. Later, when you want to revisit your thinking, you can look at the symbol to remember."

The next two or three strategies elaborate the strategy of Stop and Jot.  13.2 helps students know when to jot something for fiction and nonfiction and 13.3 teaches them how to evaluate whether a jot is worth writing & saving. 13.4 leans in to structure based jotting. 13.6 revisits jots - saving and organizing them. I love how this goal (like all of Serravallo's,) begins with approachable strategies for beginners and then moves into greater depth for students who are ready.

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Culturally and historically responsive education

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Culturally and historically responsive education

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We, the Youth Authors, are inspirations of beauty. ...Our pens will cross out hate and create spaces for humanity to live in peace—full of intelligence and creativity. ...  Our pens can express what’s in our hearts while mending them at the same time. As future leaders, we use our pens to rewrite a world where we can be one with each other, and harmoniously divine. ... For we are levitation. We represent the next

generation.

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Readers Response Journals - Language Stems

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Readers Response Journals - Language Stems

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Effective tutors scaffold writing before releasing responsibility for writing to students.

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 Language Frames for specific genres of writing

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 Language Frames for specific genres of writing

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Fisher Ch. 8 - Language Frames for specific genres of writing