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      <title>The Knowledge Gap by </title>
      <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7</link>
      <description>TRL-WA Book Study</description>
      <language>en-us</language>
      <pubDate>2023-01-12 14:33:10 UTC</pubDate>
      <lastBuildDate>2025-10-23 08:02:33 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Session 1, Question 1</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442458134</link>
         <description><![CDATA[<div>(2) If you are a teacher or parent, do you see connections between your own experiences of the educational system and Ms. Arredondo’s, Ms. Bauer’s and/or Ms. Williams? Have you seen the curriculum narrowing to reading and math?&nbsp; Do you believe that this focus is necessary to boost test scores or do you feel that too much time has been spent on test prep and testing?</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-01-12 15:45:07 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442458134</guid>
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      <item>
         <title>Study Guide Link</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442462096</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://drive.google.com/file/d/1zzKM-c_LcR64pasgeL23Ot-A0NZgxnFD/view?usp=share_link" />
         <pubDate>2023-01-12 15:47:08 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442462096</guid>
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      <item>
         <title>Session 1, Question 3</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442463089</link>
         <description><![CDATA[<div>(10) “Children of wealthier and more educated parents may not be gaining much knowledge of the world at school, but they typically acquire more of it outside school than their disadvantaged peers.” (31) While Ms. Arredondo and Ms. Bauer adopt similar approaches to teaching reading comprehension, do you think the long-term effects will be different because of their students’ different experiences outside of school? How does this relate to “the Matthew effect”? (35) How might a knowledge-building curriculum like the one used at Center City help to reverse that effect?</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-01-12 15:47:40 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442463089</guid>
      </item>
      <item>
         <title>Session 1, Question 2</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442467888</link>
         <description><![CDATA[<div>(9) “The bottom line is that the test-score gap is, at its heart, a knowledge gap.” (31) Does this core observation make sense to you and align with what you’ve seen in the classroom? How might a lack of knowledge hold students back on standardized tests? How do teachers try to compensate for gaps in their students’ background knowledge, and how effective do you think those efforts can be? What are the risks of either overestimating or underestimating what students are capable of understanding?&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-01-12 15:50:39 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442467888</guid>
      </item>
      <item>
         <title>Session 1, Question 4</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442472788</link>
         <description><![CDATA[<div>(1) What are the key differences between what cognitive scientists have discovered about the process of reading and the way most educators have been trained to view it? In what ways have the two groups come to “exactly the opposite conclusions” about what is involved? (47) How do these different perspectives lead to different conclusions about the best way to teach reading?</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-01-12 15:53:54 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442472788</guid>
      </item>
      <item>
         <title>Session 1, Question 6</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442473130</link>
         <description><![CDATA[<div>&nbsp;(1) Why have proponents of “whole language” and its successor, “balanced literacy,” argued that drilling children in phonics isn’t necessary—and isn’t even part of teaching reading? Do you find the counterarguments made by scientists convincing? If you’re an educator, did you learn about the evidence supporting phonics instruction during your training? If you’re a parent, do you think your child was taught to read through systematic phonics instruction or some other approach? Do you think it’s possible that such instruction can “kill a child’s interest in reading”? How might that be avoided?</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-01-12 15:54:08 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442473130</guid>
      </item>
      <item>
         <title>Session 1, Question 5</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442945072</link>
         <description><![CDATA[<div>(3) According to Daniel Willingham, problems in comprehension generally arise because “authors inevitably leave out information.” (52) In your own writing, how aware are you of the assumptions you’re making about the reader’s background knowledge? Do your assumptions vary depending on the intended audience? When you read, how aware are you of the background knowledge you’re using to make sense of the text? Does your comprehension vary depending on your familiarity with the topic?</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-01-12 23:11:51 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2442945072</guid>
      </item>
      <item>
         <title>Study Guide - Google Doc</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443082251</link>
         <description><![CDATA[<div>Plain text and editable.</div>]]></description>
         <enclosure url="https://docs.google.com/document/d/1W8pYGfdqClmL1O30zgUZeJD1Nc7iGSqSwwt1EHLNZ2c/edit?usp=sharing" />
         <pubDate>2023-01-13 02:53:57 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443082251</guid>
      </item>
      <item>
         <title>Shanahan article re: Comp Skills vs. Strategies</title>
         <author>robinturnbull</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443086318</link>
         <description><![CDATA[<div>This article does a great job walking you through the distinctions between comp skills and strategies.</div>]]></description>
         <enclosure url="https://www.shanahanonliteracy.com/blog/comprehension-skills-or-strategies-is-there-a-difference-and-does-it-matter#sthash.p3poQ2z1.Fdobm337.dpbs" />
         <pubDate>2023-01-13 02:59:08 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443086318</guid>
      </item>
      <item>
         <title>Core Knowledge Language Arts</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443097522</link>
         <description><![CDATA[<div>Free resources, and perhaps an answer to the question, what about science and social studies?</div>]]></description>
         <enclosure url="https://www.coreknowledge.org/curriculum/language-arts/" />
         <pubDate>2023-01-13 03:12:25 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443097522</guid>
      </item>
      <item>
         <title>Structured Lit Graphic</title>
         <author></author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443105918</link>
         <description><![CDATA[<div>I created this to explain how the structured literacy approach to comprehension is different -- you're welcome to share with folks who are curious.</div>]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/1934109273/e55773149380813b6c4fd244d4009f26/Structured_Literacy_3.png" />
         <pubDate>2023-01-13 03:23:57 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443105918</guid>
      </item>
      <item>
         <title>Start with Families</title>
         <author></author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443106549</link>
         <description><![CDATA[<div>In our area (in the 1990s), the schools were uncomfortable with the low levels of  incoming kindergarteners. They organized a non-profit that taught parents how to read to their children ("The most important 20 minutes of your day!") and track their progress developmentally from birth to age five. It has empowered parents and has continued to make an impact in our schools.</div>]]></description>
         <enclosure url="https://www.readingfoundation.org/" />
         <pubDate>2023-01-13 03:24:56 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443106549</guid>
      </item>
      <item>
         <title>Amplify-Science of Reading: The podcast</title>
         <author>robinturnbull</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443107598</link>
         <description><![CDATA[<div>I love this podcast episode because it focuses on the importance of de-implementation. </div>]]></description>
         <enclosure url="https://podcasts.apple.com/us/podcast/science-of-reading-the-podcast/id1483513974?i=1000581638428" />
         <pubDate>2023-01-13 03:26:18 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443107598</guid>
      </item>
      <item>
         <title>Collaboration Power Hour, Jan. 25th @ 7 PM PST</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443108671</link>
         <description><![CDATA[<div>Extend the conversation around advocacy at the next Collaboration Power Hour meeting! What about content? How can we integrate more content instruction into schools? What's working? Is CKLA the answer, and it's free?!</div>]]></description>
         <enclosure url="https://forms.gle/wY7c9FCNwGmbwzo8A" />
         <pubDate>2023-01-13 03:28:05 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2443108671</guid>
      </item>
      <item>
         <title>Session 2, Question 1</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2473440155</link>
         <description><![CDATA[<div>Why do you think the whole-language movement spread so quickly among teachers in the 1980’s and why do you think many teachers have continued to embrace its tenants in the face of scientific evidence to the contrary?</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-02-08 13:53:55 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2473440155</guid>
      </item>
      <item>
         <title>Session 2, Question 2</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2473446289</link>
         <description><![CDATA[<div>How is the lack of content in the elementary curriculum connected to other issues that educational reformers have focused on, like teacher quality and school choice?&nbsp; How might it relate to newer initiatives such as personalized learning, social-emotional learning and project-based learning?&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-02-08 13:57:05 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2473446289</guid>
      </item>
      <item>
         <title>Session 2, Question 3</title>
         <author>moffattb</author>
         <link>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2473456197</link>
         <description><![CDATA[<div>Many education reformers have pinned their hopes on national or state standards.&nbsp; What does the experience of Massachusetts suggest about the limits of standards-based reform?&nbsp; Are standards necessary or helpful, or would it make sense to focus reform efforts on the curriculum instead?&nbsp; How much difference does it make if the standards specify content?&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-02-08 14:01:46 UTC</pubDate>
         <guid>https://padlet.com/TRL_WA_Explicit_Instruction/iir82vv85os9gve7/wish/2473456197</guid>
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