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big idea vs. message vs. theme

flexibility/generalization of related terms and concepts

can the kids annotate as they read?

can the students reread the oral reading part silently before the comprehension conversation?

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how to record pausing and recording when they use the picture to decode the word

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how to record pausing and recording when they use the picture to decode the word

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Wish - staff feel supported in the implementation of this new tool

wish - what I learn is easy to manage and something that we will use

wish - learn the language of reading records

wonder - learning how reading records can be used in grades 3-8 (always seemed to be more a primary tool in our District)

wonder - how does special education fit into this puzzle?

wonder - how does this fit in my reading workshop block? how do I manage the time?

wish - what I'm doing means something to me and to the next teacher to impact instruction

wonder - how much of the BAS gives insight into comprehension?

wish / wonder - glad the DRA is gone and wonder if this we will be a tool that will give us some answers about our students' levels because we have to define those at grade 5

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1. When analyzing a benchmark, are there any ELL considerations such as constant omission of "s" at the end of words, that are not marked as errors?

2. Can I make note of other things on the RR such as consistent pronunciation issues(without marking as errors)?

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Why do the text seem more difficult

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Hi
Remind us why the text seems harder...

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This was exactly what I needed to refresh my memory of how to do F&P running records and learn what's new with the 3rd edition. :)

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What about ELL students with low Access scores???

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What about ELL students with low Access scores???