# data[].attributes.headline
Please write to one of the prompts below:

# data[].attributes.subject
Please write to one of the prompts below:

# data[].attributes.body
Chapter 6: What does the following quote mean to you? "What's most important in helping students comprehend complex text is to teach ourselves to notice and focus on the most challenging parts of that text".

Chapter 7: Based on what you just read in Chapter 6 and then into Chapter 7 about Close Reads, what is your interpretation of the first paragraph on P. 119? "It's all about the questions..."

Chapter 8: What are your thoughts on Dr. Lieben's Structured Journal technique beginning on p. 134 and going through p. 136?

# data[].attributes.body
So I chose to write about the question of Chapter 6. It means that we need to look at the text, not just the curriculum materials or standards. But as educators we need to delve into the readings ourselves and truly see it from our students perspectives. Either on a student level or whole class level. Looking at each text as a frozen kaleidoscope knowing that it could be ever changing and connecting differently not only with a text but with a student.

# data[].attributes.body
We need to focus on quality, not quantity. This means helping students dive deep into a complex text using powerful questions and strategies, like Close Reading to help students fully comprehend the text. Having a lot of non-essential questions about a text will overwhelm our students, and they will shut down. Flying through a lot a passages/texts will not benefit our students. We need to slow down and have quality instead of quantity. Implementing thought provoking questions, Close Reading, writing and talking about a text will help improve comprehension for our student, all students.

# data[].attributes.body
On page 133 it states, “Combining writing with reading enhances comprehension, because the two are reciprocal processes.” Close reading is what we mostly focus on in high school and we usually have a set of questions for students to respond to using text-based evidence much like they would see on the AIR test. I like the idea of a specific journal that is structured with a few general prompts for them to respond to while in the process of reading. Initially, the structure journal conjured up the image of a KWL chart that students should be familiar with. However, after thinking about the structured journal concept through the lens of our next book, Of Mice and Men, it would be a great challenge to students to complete a structured journal for each chapter instead of only responding to 4-5 questions at the end. This would facilitate the cognitive process that can empower students to become active participants in a group discussion even before attempting to answer questions from the text because what is the point of trying to answer questions if you aren’t sure what has actually happened in the text.

One follow up to the concept of structured journaling is text annotation, which immediately follows on pg. 137. We have students annotate our reading assignments with highlighters for anything that seems important to them based on the questions we preview, or anything they would have questions on. I do like the idea of annotating using symbols while reading the text and that could benefit them while they complete a structured journal entry for the text passage. My only concern is that since we always focus on the AIR test in 9th and 10th grades, if we show them how to annotate this specific way, how will that translate to the AIR test format that allows color coded highlights while they read the passage.

# data[].attributes.body
Chapter 6:  Initially I think this reminds me to slow down and listen to students and what they are struggling with in the text.  We are so quick to move on to the next portion of our lesson to accomplish what we have set out to do in a lesson that we don’t always listen as closely as we should.  We all want students to be successful and we say we don’t want to let them fail, but we often intervene too early.  We need determine what the struggle really is and then address the challenge.

Chapter 7:  I think about the many read aloud books I did over the years and what my purpose really was in reading those books to students.  Was it because I liked the text and wanted them to as well or was it to really help them interpret the text as I was?  I hear of student teaching candidates coming in now with their read aloud tagged with sticky notes to remind themselves to emphasize vocabulary and questions they want to ask.  I could have been a better teacher if I had planned in this manner.  I do think the questions we ask are very important and help determine if students have an understanding of what they read.  I do not recall reading, “To Kill a Mockingbird” so I read it one summer.  Our high school ELA teacher talked about all of the symbolism in the book.  I did not get any of that!  My purpose for reading was not the same as what his was.  I needed to read it multiple times to get to what he was seeing in the text.  We need to make sure we informing students of what their purpose in reading is to truly determine their understanding.

Chapter 8:  I like the idea of the structured journal.  It initially made me think of the Socratic seminar that is often used in the higher-grade levels.  The structured journals can be a format to begin teaching young students to help prepare them for the seminar as they progress as a learner.

# data[].attributes.body
I agree that students need books that they can read independently, whether it's grade-level or not. The amount of reading students do on their own increases their literacy achievement. The more time spent practicing, their knowledge and vocabulary will expand.

It is important to engage with the child to build their confidence. Find out their interests and help the child pick out a few books so that he/she can locate a "just right book". Physically sit down with the child and guide them in selecting one to read. Keep connecting with the student for support. If the child feels supported, they will persevere and eventually become a lifelong reader.

# data[].attributes.body
chapter 4

Reading and literature are two different ideas. But how to teach it in preschool is tough. Because the knowledge, vocabulary, and comprehension just are not there. So I start with basics, rereading a book for the week and asking questions to help aide in the comprehension of the book and even doing some activities to go along with it .

Chapter 5

The top half of the rope is so important at my level. Our new curriculum and trainings that I have taken on SOR have supported this top half of the rope. Everything at the preschool level is language comprehension based and word recognition based. Vocabulary is a HUGE focus for me. If I can give them a strong rich vocabulary base then this foundation is a great start for them moving into kindergarten and other grade levels.

# data[].attributes.body
Yes, I think in education we conflate reading and literature. Since the implementation of Common Core standards and standardized tests like AIR, we have focused more on being able to answer questions on the test and not necessarily whether they are comprehending the text. I also don’t think administration is concerned with the comprehension skills of students compared to what they can do on the state tests. If students can eliminate choices and focus on key words to answer multiple choice questions, then they can be considered good test takers and won’t improve their actual reading comprehension skills. This concern always comes up after diagnostic data review meetings where the questions are how can we improve literature and non-fiction reading skills. The hood is not lifted very high during these meetings and usually the consensus is to just keep doing more practice at reading each genre. This year our 9th grade ELA 1 team is meeting and collaborating weekly for the first time this year. We are going to be looking at MAP data when we come back from winter break and will be deciding on how to proceed for all students and our “bubble students,” which has become the new buzz word in our building.

# data[].attributes.headline
Please speak to at least one of the following prompts

# data[].attributes.subject
Please speak to at least one of the following prompts

# data[].attributes.body
Chapter 4: The Libens, on p. 67, say that we were conflating reading and literature in our education ecosystem which then informed how we approached (teaching) reading. In fact, they say that it is still common practice in many schools today. They posit that we need to be "peeking under the hood" of reading text to inform how we approach teaching reading. Do you agree that these are really two different things? How is reading being taught in your school. Are we still "conflating" reading and literature or are we beginning to "peek under the hood" more?

Chapter 5: After reading Chapter 5 have your feelings about the elements of "the top part of the rope" and how we utilize this knowledge in lessons changed? How so?

# data[].attributes.body
Ch. 1- While I do agree with the quote on page 31 as it pertains to independent texts, I also think students need exposure to grade level texts. I feel like as the teacher it is my job to help make complex texts accessible to students, and then help them choose texts they can read and enjoy successfully independent of me. I believe this is a both/and situation rather than a matter of either/or.

Ch. 2- Two years ago our school started to take a closer look at the need for better vocabulary instruction-- both breadth and depth. We have been using a stand alone vocabulary curriculum and have seen good results so far. Students remember the words from year to year and are using them in their speaking and writing. I do think we undervalue the role a robust vocabulary plays in overall comprehension, so I hope we continue to grow in this area and make learning purposeful for students.

Ch. 3- I am a self-proclaimed word nerd and personally find morphology and etymology fascinating; however, I have struggled with how to incorporate it into my instruction. I think many teachers are less comfortable with these components when compared to other areas of the language arts. Last summer I attending the morphology training at the MVESC and I have been able to utilize the program in my classroom this year. The students have been very receptive and it is so encouraging to see them grow in confidence as they are able to both encode and decode more multisyllabic words. I think if more training opportunities were offered, teachers would be willing to learn and grow in this area.

# data[].attributes.body
(Karen)

I agree that students need access to grade level text. This would be implemented in the classroom with the teacher's guidance. Teachers would teach students how to dig deep into a text to help build knowledge and comprehension. Students also need to read independently text at their level. This will help provide background knowledge, and increase vocabulary on current/future topics. The more students read, the more their knowledge and vocabulary will grow to be able to tackle more complex texts.

# data[].attributes.headline
Please give your thoughts on one of the following prompts:

# data[].attributes.subject
Please give your thoughts on one of the following prompts:

# data[].attributes.body
Chapter 1: Based on the latest trend to assure that ALL students are granted access to grade level text, what are your thoughts around the following quote: "Students need stuff they can read independently, whether it's grade level or not...As their knowledge and vocabularies grow, (they) will be able to read increasingly complex texts" (p. 31).

Chapter 2: "One hundred years of research attests to the importance of vocabulary knowledge to proficient reading" (p.54). Do you think that the way we teach vocabulary has caught up with our awareness of just how important it is to comprehending text? Why?

Chapter 3: This chapter discusses the importance of Morphology and Etymology. Where, would you say, is the average comfort level of teachers when it comes to teaching word parts and word origin? How can we support teachers better in becoming more comfortable with these things?

# data[].attributes.body
Chapter 1: Yes, I agree that “Students need stuff they can read independently, whether it’s grade level or not. As their knowledge and vocabularies grow, students will be able to read increasingly complex texts.” Through the concept of increasing background knowledge and topically connected texts, every student can increase their vocabulary and knowledge that opens up the “sliding glass doors” of beneficial reading experiences. This is the first year we are only going to read one full text this year, Of Mice and Men, so we’re trying to include more varied reading passages that can have connections and threads to past and future knowledge. I do take issue with the phrase “granted access to grade level text” because just being able to provide them the materials they can use to improve their reading skills, doesn’t mean they will do it. I stopped giving 9th and 10th grade reading homework years ago because they wouldn’t do it and I had to review or re-read all of the homework reading anyway. Now I assign all reading assignments in the classroom. In our middle school, they use, or used to anyway, use the AR system to accrue points and earn prizes. We at the high school had that removed from our resources many years ago because no one was using it for students to read independently. Connecting back to the idea of text subjects they have an interest in, I would like to have reading passages on all types of topics at the ready in my classroom so I could give students the choice of what they could read independently in class. My goal is to achieve this by the end of this year so I have my own library of passages that I can control.

# data[].attributes.body
I could not agree more with the quote from this chapter. Sometimes students feel lost in trying to understand the many different genres of text available to them. "grade level or not" they are going to find a book that interests them. It is what the teacher does/teaches students on how to dig deeper into a text that builds foundational skills of comprehension. Hopefully, putting the pressure off of students to find a certain genre/grade level of book will build their confidence and love for reading, and will slowly build their knowledge and vocabulary up for more difficult text.

# data[].attributes.body
Ch 1. I do believe that is important to have access to all levels of books for students, including my preschoolers. I have different level books and my students really love the shark books or horse books. I believe for older students it puts books in their hands that they are interested in and it will give them bigger vocabulary to read and write.

Ch 2. Vocabulary is very important for students even at the preschool level. In fact that is what our focus in preschool this year, is vocabulary and even trainings I have taken for SOR have discussed about tier 1,2 and 3, vocabulary words. This has definitely helped with comprehension and referring back to text when read the book and ask questions.

Chap 3. I am not sure at the younger levels if it helps. I do believe when teaching older grades at least 2nd and up, possibly 1st that this could help. I know that I am not comfortable teaching both and I would say that other educators are not either. I think trainings in this would help educators feel more confident to teach it.

# data[].attributes.body
I believe that vocabulary awareness has not fully aligned with its importance in reading comprehension. Often, the responsibility of teaching vocabulary tends to fall primarily on English teachers, while subjects like science and social studies may not emphasize it as much. This has been my observation in the classroom.

In my English resource class, I am making a concerted effort to enhance vocabulary instruction. Understanding that time is limited, I strive to integrate vocabulary learning with grammar and writing practice. This is especially crucial as many of my students are preparing for the ELA 2 test this year.

# data[].attributes.body
Ch. 1 - It is important for students to have access to a variety of leveled text, including text they can read independently. However, we also want to be sure that we are intentionally providing direct instruction with grade level text to challenge students to meet that standard.

Ch. 2 - For us, I do feel like our instruction of vocabulary has been in alignment with its importance to comprehension at the younger grades. However, as student moved on to the upper elementary, middle and high school levels we have given less focus to this balance.

Ch. 3 - The recent push with dyslexia and science of reading courses has improved our level of comfort but we still have a ways to go. We can improve by sharing best practices for implementation into our daily instruction.

# data[].attributes.body
I had no idea that the norm for teaching reading was focused on fictional texts even more so than it is now. I would say that non-fiction text is present in the classroom, but more so than no, students still choose fiction and are more interested in it. I jump between the two genres, and even include historical fiction into my teaching of reading. I do believe that reading and literature are two different things. Literature being text structure, prose, genres, mood, and theme to name a few, while reading being the actual activity and practice of reading. I would not agree in saying we are still conflating these two things today, as many educators are keen to noticing and identifying students that have difficulty reading or comprehending literature. Because of this, those students are further assesses by educators who "peek under the hood" and can identify what 'parts' need fixed.

# data[].attributes.body
Working in Title 1, the bottom part of the rope seems to be our main focus but word recognition does not create fluent readers. If students do not know what the meaning of a word is, they are not really reading. A robust vocabulary enhances comprehension.

# data[].attributes.body
I agree that we used to teach literature as reading. We would teach books. When I first started teaching we had class sets of books and you had better not teach a book that another grade did or you would be in trouble! Then we went to guided reading which was teaching books in smaller groups, but at the students' level. Then there was a switch to teaching skills and integrating that into the books that we liked to teach. None of this was in nonfiction, it was all fiction. When the Common Core standards came out, there was a big push to get nonfiction text in students hands, but some teachers didn't like it because they missed teaching the books they had always taught. It was "boring" to teach nonfiction. Some teachers are still teaching books, or are not happy that they don't have time to because of having to teach a curriculum. I think that is why there is more of a push at the state level to adopt a curriculum from a certain list. It would make it so that teachers were teaching the standards through short bursts of fiction and nonfiction. Some curriculums still integrate novels within their programs, but it is much more focused on knowledge.