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I like the idea of the RAP. I like how everyday we are breaking down the book and asking those HOT questions. I would like to replace some of the books in the modules though. My students are doing really well with answering the collective question and self-assessing. I would like to see more writing opportunities built into the curriculum.

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RAP
Students are enjoying the informational texts and the vocabulary has been internalized and used throughout subsequent lessons (ex: babble, migrate, skitter). However,  there seems to be an over emphasis on weather and seasons. There needs to be more time on explicit writing - narrative has been missing with culminating tasks. Copying collective answers doesn't match the rubric effectively.

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I love the read alouds. It allows for close reading which helps with comprehension. I do think books need to be more diverse to reflect the community. Also,  the writing rubric needs to be more aligned to the books we are reading.

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I like holding students accountable for their writing but implementing a student rubric, students see how they are graded and work harder at the exit ticket

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Students are setting goals for themselves and holding themselves accountable. They are using a rubric to reflect on their own work and edit it when necessary.

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Student are exposed to a variety of texts and they have developed such independence when it comes to answering/responding to text based questions. They are now able to answer questions about a text and cite evidence to support their answers. The Anchor chart questions daily has really gone a long way in helping them respond to questions.
They have also made some remarkable strides with their independent reading as well and the explicit instruction, focus on foundational skills is really helping them move up with their reading.

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My students love being exposed to books multiple times. It gives them a chance to delve a little deeper into the story versus a quick read and test. Also I like the focus on text-dependent question responses which forces them to really think about their answer and back it up with evidence.

With all that said, my students would also benefit from explicit writing time to develop their writing outside of the text and create their own writing pieces.

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I like the flexibility of the groups. And this helps the progress on their running record levels.

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2nd grade Students are becoming "experts" on the topics we are reading about in the RAP. They are able to transfer the vocabulary from book to book and use it in their conversations and writing.

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Students love the informational text.  Students love to research the things they have leaned about at home. Students gains lot of great vocabulary. Unfortunately, students don't have much time for writing

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I like how the focus is on text dependent questions and responses.

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Students are starting to use a lot of text evidence in their culminating tasks.

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Reading "Two Bobbies" with my class. One little girl looked me in the eyes and cried. She said "this is so sad but so beautiful". She loves cats. This story truly impacted her and well as my other students.

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My students loved "The Spider and the Fly" and they are still making connections to the spider saying, "Oh, no, no no!"

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Students are learning more about how to decode and read words, which in turn helps to improve their writing.

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Students enjoy the stories though they would prefer to each hold their own copy of the book. They make lots of connections to the stories. Two Bobbies, The Raft, and The Spider and the Fly are their top three stories so far this year.

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Students are engaged throughout the stories, they love to learn about weather, animals, and other cultures. They extend their interest about some topic by going home and searching about it.
I wish more time was allocated to each book and the culminating task.

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I have noticed my students excitement in speaking about the vocabulary words. They are so proud of themselves for knowing and recognizing the "trickier" words. I also notice improvements in their culminating tasks and how effective closed readings are. I do wish there was more time for writing. Students also continue to be positively engaged in iRead and are always striving to move up!

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Students get multiple opportunities to work on foundation skills {RAP, MTP, Guided Reading, Technology, Homework)

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The curriculum allows for reading time which helps students in writing too.  The read-alouds are great but more diverse books/topics should be made.  Students are getting tired of weather, clouds, water ...

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More time is needed for explicit writing.

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Including LearningAlly helps students to follow the reading of challenging books, provides access to deeper reading text, and they still can write about what they learned. All students would benefit greatly not just the struggling students. This is a missed opportunity for the on and above level readers.