https://padlet.com/sd54/mn3lesjlnznn Respond to each prompt and comment on two other posts. Make sure to sign in to padlet before you respond. en-us 2019-09-13 19:46:06 UTC 2024-03-26 18:59:59 UTC hello@padlet.com kerrycampbell https://padlet.com/sd54/mn3lesjlnznn/wish/388511682 *Comprehension really involves making meaning*

*In order to help students become efficient readers, as teachers, we need to dig deep and find ways make text engaging which will help with comprehension.

*She listed 3 big ideas on how students should comprehend. ( it depends on text length, genre, and knowledge

*how will teachers help support the comprehension piece?

*Describing the differences between fiction/nonfiction comprehension and why it's important for teachers to factor different strategies when teaching.]]> 2019-09-23 22:27:38 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388511682 kerrycampbell https://padlet.com/sd54/mn3lesjlnznn/wish/388513548 * I loved how she discussed how as readers ( early readers especially)-can't decipher between the ways that we need to adjust in order to be the most effective reader. Example: she mentioned how challenging it is to read on a kindle and having the actual book in front of you.  She mentioned how sometimes she likes to reread and review the information but on a kindle that's so frustrating so at times she would rather have a paper copy in front of her.  She tied this to kids- how we need to help figure out what type of reader they might be and how we assess them.  Maybe we need to change our instruction and not always assess in the same way- ( verbal, reading lengthy text, reading shorter text, fiction text, nonfiction text, or some writing responses)- Are we really getting the true picture of what the students understand?]]> 2019-09-23 22:37:09 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388513548 kerrycampbell https://padlet.com/sd54/mn3lesjlnznn/wish/388514123 * I loved how she mentioned she wants to "get kids lost in the book". I want my students to be interested in our text not just reading because they have to. I'm going to try and implement ways to get the students more engaged in text as well, I'm going to try some of the different ways to assess with the exit slips.]]> 2019-09-23 22:40:16 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388514123 kellifaust https://padlet.com/sd54/mn3lesjlnznn/wish/388524497 "Comprehension is everything". She talked about comprehension making life long readers, which I think is true because if they don't comprehend something they are going to feel less motivated to do it again. (Concept of "why read unless you make meaning")

I liked that she talked about breaking down guided based on their level (Schaumburg does a nice job at this). This helps the students build on the skills at their pace with more guidance.]]> 2019-09-23 23:29:41 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388524497 kellifaust https://padlet.com/sd54/mn3lesjlnznn/wish/388524589 I like how things were easily connected.  She talks about how engagement helps the reader want to read but that then helps with their comprehension. 

From the teacher stand point, it's good to look at longer passages (novels) to get a better grasp of a student's comprehension.

Knowing your students needs: paper vs. audio vs. e-reader
assessments-reading vs. speaking vs. genre

Have students be accountable to the text. Students take their prior knowledge a lot of the time for nonfiction so it's good to have them go back and "revise" their knowledge; possibly prove a new concept to them.]]> 2019-09-23 23:30:08 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388524589 kellifaust https://padlet.com/sd54/mn3lesjlnznn/wish/388530048 I liked how much she broke down the modality of things. We have offered different forms of reading during certain weeks but never have for an assessment. She talked about students being stronger in reading to themselves vs. hearing us read, or writing vs. verbal. I would like to try this for exit slips or quick checks. There are certain students that I know verbalize better than write so I think using their best skill to assess, all the same concepts, would be beneficial for all.]]> 2019-09-23 23:56:11 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388530048 MrsGordon116 https://padlet.com/sd54/mn3lesjlnznn/wish/388530293 I love how she talked about 3 different ways we access text and how comprehension may vary with them: listening, reading a book, and reading on a tablet. I love how she discussed that each type of reading needs to be taught a little differently.  

I also enjoyed how she discussed the different assessments and how they should be considered to get a true picture of a reader. 

I found it affirming that she discussed some of the major informational and literature strategies. We do a really great job of sticking to those strategies in SD54!

]]> 2019-09-23 23:57:14 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388530293 MrsGordon116 https://padlet.com/sd54/mn3lesjlnznn/wish/388531919 This really helped me reflect on myself as a reader. I have never done well with just listening to a text. My mind always begins to wander. I do much better when I am able to access the text and be able to look back at it. This makes me think of my students. Some of them may be stronger with listening to a text where some of them may be stronger at actually reading the text. It is important that I give my students ample opportunities to develop both of these skills. 

I love when she talked about the reason we get lost in a book is because of the way we are comprehending it. I never thought about it like that. I teach 1st/2nd, so we don't tend to read many novels. However, as my students grow as readers, I hope to discover books that my students can get lost in. It would be great to use an interest inventory to help my students find what kind of books might excite them!

It also interested me when she discussed book reading vs. tablet reading. I honestly never noticed a difference in my comprehension with one or the other. However, it really hit home when she talked about having a book and being able to flip back through to find a part you need to reread. I definitely think that is much easier to do on a physical book.

]]> 2019-09-24 00:04:28 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388531919 MrsGordon116 https://padlet.com/sd54/mn3lesjlnznn/wish/388533039 The biggest thing I want to apply in my classroom is utilizing different types of assessments. Having 1 to 1 I-Pads will really support this. I feel like I have done well with paper and pencil assessments. I would love to bring in more technology based assessments. I am especially excited about the recording tool on Seesaw. Many of my 1st/2nd students are ELs or non-writers. They struggle to get their ideas out in writing. I am excited to have these students record their thoughts to demonstrate their knowledge of certain concepts.

On the flipside, I am so happy that we have access to great apps like Epic and RAZKids where the kids can listen to stories. However, I want to make sure my students take time to read physical books as well. We have already had that discussion as a class on the importance of trying both, so that was affirming.

I do love reading with technology but still there is nothing like opening up and turning the pages of a book!]]> 2019-09-24 00:09:45 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/388533039 jenniferjoyce1 https://padlet.com/sd54/mn3lesjlnznn/wish/389139377 I found Saravello’s discussion about comprehension relatable. She talked about how comprehension is so very important but as teachers, we often are not sure how to tackle it all. She shared that comprehension is critical for children and adults to make meaning. As teachers, we need to help students know how to read different types of texts (genres, long vs. short passages, different reading levels, etc.) and answer a variety of questions. It can be hard to identify where to start. I thought she had good points of really knowing your readers and that this knowledge of their abilities can help determine what to focus on. ]]> 2019-09-24 21:23:10 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/389139377 jenniferjoyce1 https://padlet.com/sd54/mn3lesjlnznn/wish/389140375 I thought Saravello’s point about reading different types of texts in different ways so important. I have noticed in my own reading how I read differently when it is presented digitally versus in print. This is something that is critical for the students we work with. So many students spend a majority of their time looking at devices, we need to make sure we are teaching them how to read the materials and gather meaning. We need to teach students when it is appropriate to skim or when they should read closely, no matter which format the text is in. This is something I will be keeping in mind as I move forward with my literacy groups this year. ]]> 2019-09-24 21:26:35 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/389140375 jenniferjoyce1 https://padlet.com/sd54/mn3lesjlnznn/wish/389140852 One thing I want to try in my groups is accessing different ways to assess student comprehension. I liked how Saravello talked about the differences between listening comprehension, comprehension of digital texts, and comprehension of printed texts. With the introduction of 1:1 devices, I have slowly started using digital texts, but would like to try more of them. In addition, I would like to work on more of the listening comprehension in my groups as well. Saravello spoke to the wide variety of ways we can comprehend text, and I want to make sure I have a firm understanding of how that relates to my students. ]]> 2019-09-24 21:28:18 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/389140852 karinackerman https://padlet.com/sd54/mn3lesjlnznn/wish/389810885 I really liked Jennifer's perspective on comprehension. She explained the different receptive modalities for taking in a text. Each is so different and requires different skills to make meaning from the text. There are also the expressive modalities, which are how students express what they know from the text. Another factor is the genre of the text, which effects how the student might read the text. 

They talked in depth of how each modality is different and each student will have strengths and weaknesses in different ones. I think this is an important perspective to have. Really understanding the student's comprehension means knowing how well they comprehend in each of these areas and how to help them improve. I was motivated when she said every student can use instruction in comprehension because it is so complex and important. ]]> 2019-09-26 01:39:27 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/389810885 karinackerman https://padlet.com/sd54/mn3lesjlnznn/wish/389814504 This year and every year I have been focusing on getting to know my student more so I can create better instruction. How Jennifer explained the aspects of comprehension has given me some ideas of where to start. Her thoughts made me reevaluate what I think comprehension is. It is not just reading a short text and answering multiple choice and a few short answer questions. It is an evolving question of "Is the student making meaning from this text?" I know from my own experience my comprehension varies depending on the type of text and how I am taking in the the text. I am encouraged to go back to my students and start working at determining where their comprehension is strong and where it needs more instruction. ]]> 2019-09-26 01:55:45 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/389814504 karinackerman https://padlet.com/sd54/mn3lesjlnznn/wish/389816086 I would like to try assessing students in my acceleration groups with in a variety of ways. In the past I have known there is a difference in comprehension of one text genre and another, but I want to monitor more closely how the genre affects my students comprehension individually. I am going to first start focusing on the genre and the differences there, and when I feel that is ready I will move on to how the students comprehension is affected my the receptive modality.  I would like to see how well my students comprehend when presented with a text read aloud versus how they do when they read it themselves, or when it is presented on a screen. ]]> 2019-09-26 02:02:46 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/389816086 sarahhoffman https://padlet.com/sd54/mn3lesjlnznn/wish/390207703 It was kind of a wake-up call to me when she was talking about the different kinds of reading. It was interesting to think about how we mostly assess students using digital texts and reading from a screen is a very different skill. I had never really taken a step back to think about how that would impact comprehension.]]> 2019-09-26 17:51:43 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390207703 sarahhoffman https://padlet.com/sd54/mn3lesjlnznn/wish/390209616 As I was listening to this podcast I was reflecting about myself as a reader.  I know that I am a much more visual person so even listening to this podcast presented some struggles for me.  I then started thinking about how that connects to the students and their strengths when it comes to reading and comprehending. Being more aware of the different modalities and tasks that are given is important to help increase their comprehension. Also, making sure to focus on every student because there is always room for improvement and useful strategies to help them tackle their own issues. I often just think about the level of reader, not all the variables that come into play when they are reading. So I am being too broad in my thinking and should really focus in on their areas of need.]]> 2019-09-26 17:54:57 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390209616 sarahhoffman https://padlet.com/sd54/mn3lesjlnznn/wish/390212187 I like how right now we have a variety of texts that the students have access to.  We have RRJs that are digital in both fiction and nonfiction.  Same with our CFAs.  Guided we usually stick to paper copies so students can really delve deep into the text/skill.

Moving forward I think practicing (annotate.net or Classkick) with the students on how to tackle a digital text would help them even more when it comes to understanding/annotating their RRJs and CFAs.

I also want to think about strategies that would be beneficial to students when they are reading non-fiction. Savavello made a point that students try to read non-fiction the same way they read fiction but that's not what good readers do. So I think the more practice we can build in the better.]]> 2019-09-26 17:59:14 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390212187 dawndietz https://padlet.com/sd54/mn3lesjlnznn/wish/390368720 2019-09-27 02:40:34 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390368720 dawndietz https://padlet.com/sd54/mn3lesjlnznn/wish/390370103 2019-09-27 02:48:46 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390370103 dawndietz https://padlet.com/sd54/mn3lesjlnznn/wish/390371889 2019-09-27 02:59:44 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390371889 chelseabaker https://padlet.com/sd54/mn3lesjlnznn/wish/390607125 2019-09-27 15:25:43 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390607125 chelseabaker https://padlet.com/sd54/mn3lesjlnznn/wish/390608994 2019-09-27 15:28:41 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390608994 chelseabaker https://padlet.com/sd54/mn3lesjlnznn/wish/390613982 2019-09-27 15:36:06 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390613982 kellycollins https://padlet.com/sd54/mn3lesjlnznn/wish/390637685 2019-09-27 16:15:22 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390637685 michelleernsting https://padlet.com/sd54/mn3lesjlnznn/wish/390913479 After listening to this podcast, an important take away I had was that students are doing different types of reading today and I as a teacher am teaching them the same way. Now that we are 1 to 1 I need to be sure I am teaching what each students needs to be successful and modeling it explicitly in kindergarten. ]]> 2019-09-28 20:24:44 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390913479 michelleernsting https://padlet.com/sd54/mn3lesjlnznn/wish/390914639 I continue to think about myself and how I read in different ways both at home and school. Then I think about my students reading. I typically need a paper book. I even like to highlight and take note, which helps me with my comprehension. Then, I think about a audio book/podcast and I think about how distracted I can get because I am just listening. I need to take notes to stay focused over a period of time. Then there is the digital option for reading too. Now I wonder what my students like and what way is best for their learning. ]]> 2019-09-28 20:35:03 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390914639 michelleernsting https://padlet.com/sd54/mn3lesjlnznn/wish/390916787 I would like to explore using more audio and digital text in both guided and acceleration. When doing so I plan to model effective strategies to ensure comprehension which still focusing on the text and skills the students are working to master.]]> 2019-09-28 20:47:04 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/390916787 rachelfreund https://padlet.com/sd54/mn3lesjlnznn/wish/391023576 The big take away I had was that comprehension is everything because saying words is not reading. This is so true... our students will not be engaged and interested in the books they are reading if they are not reading for meaning. This is a great reminder that even our strongest readers need to be monitored closely for comprehension. Reading levels are not everything and we need to choose a variety of texts purposefully. We also need to have a balanced approach when thinking about HOW we are assessing our students for comprehension.]]> 2019-09-29 15:26:39 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391023576 rachelfreund https://padlet.com/sd54/mn3lesjlnznn/wish/391023707 I really liked how Jennifer kept comparing herself as a reader to her instruction. I found it helpful to reflect on what I do as a reader and how I prefer to read. I like to listen to podcasts but I do not love to listen to books on tape. I prefer to have the book in front of me rather than reading digitally. I also find myself skimming the text when I read a text on the computer. It is a good reminder that each student has different strengths and preferences as a reader. We are making the shift to make most of our common assessments online. We are still printing out the text for students. They have the choice to read on paper or on the screen. I am really glad my team decided to do this! I also think we should have more conversations about what other ways we can assess our students. If we decide to keep common assessments online, we need to make sure that during guided reading and LAC we are assessing our students in a variety of ways. Then, we need to realize that our common assessments are just one data point when thinking of our students as readers.]]> 2019-09-29 15:27:24 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391023707 rachelfreund https://padlet.com/sd54/mn3lesjlnznn/wish/391024131 I really want to incorporate a variety of assessments within my literacy block. In guided reading or acceleration students can read digitally and on paper. I love having Chromebooks in third grade because this is easy to do now! I am going to ask them a variety of questions to make sure they have the chance to be assessed in different ways. I am excited to use Seesaw to assess students. They can record themselves answering questions verbally. I always love having students compare a video source to a text. This way they are reading & listening to text. I am going to make a checklist of the different ways to assess and evaluate comprehension, this way when I am planning I can really see all my options.]]> 2019-09-29 15:30:15 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391024131 MissBorri https://padlet.com/sd54/mn3lesjlnznn/wish/391042550 The big take away I had was that no matter what type of text we are having students read, comprehension is the most important skill we can teach to our students. She talked about the different things we analyze when we read literature/informational texts; key events, main idea, relationships between characters, how the text features relate to what we're reading. Hearing these skills she mentioned really reinforced what we already do during shared/guided/acceleration. ]]> 2019-09-29 17:13:06 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391042550 MissBorri https://padlet.com/sd54/mn3lesjlnznn/wish/391050836 After listening to Jennifer discuss herself as a reader, I reflected on my own process as well. I think it's important to reflect as a reader and share this information with our students in order to show them the process a reader goes through when tackling any kind of text. 

I also thought about my own students and their own process as well when it comes to reading things on paper/text/digitally. While I mostly use only hard copy texts or photocopied texts, I could start to incorporate digital texts as well and teach students how to read these texts differently. 

]]> 2019-09-29 18:00:58 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391050836 MissBorri https://padlet.com/sd54/mn3lesjlnznn/wish/391051515 I want to incorporate more discussions about how to read a text before we even open the book. I think my students would benefit having a discussion about their process of reading a literature vs. informational text and reflect on how we read each of those texts differently. I think students would also benefit from me modeling my own process reading and how I might preview a text/my purpose for reading. 

]]> 2019-09-29 18:04:19 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391051515 christinejackson1 https://padlet.com/sd54/mn3lesjlnznn/wish/391093315 2019-09-29 22:43:49 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391093315 christinejackson1 https://padlet.com/sd54/mn3lesjlnznn/wish/391093898 2019-09-29 22:48:22 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391093898 christinejackson1 https://padlet.com/sd54/mn3lesjlnznn/wish/391094806 2019-09-29 22:56:08 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391094806 kellycollins https://padlet.com/sd54/mn3lesjlnznn/wish/391115877 2019-09-30 01:21:48 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391115877 kellycollins https://padlet.com/sd54/mn3lesjlnznn/wish/391116436 2019-09-30 01:25:03 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391116436 https://padlet.com/sd54/mn3lesjlnznn/wish/391134141 One big take away for me was all of the different variables that affect comprehension.   Some of them were familiar to me, such as genre, presentation (I can't remember exactly what she called it, but basically text v audio v digital), and prior knowledge, but I hadn't thought deeply about how the length of text affects comprehension.   It's interesting to me that the skills needed to comprehend shorter texts differ from those needed to read longer texts.]]> 2019-09-30 03:11:08 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391134141 https://padlet.com/sd54/mn3lesjlnznn/wish/391134769 While listening to this podcast, I thought about the need to assess students' comprehension of longer texts such as novels.  In guided reading, even when we do chapter books,  they are very short.  The common assessments are all shorter passages as well.  Does this really give us a good indication of how students read all kinds of texts? Probably not. ]]> 2019-09-30 03:15:02 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391134769 https://padlet.com/sd54/mn3lesjlnznn/wish/391135667 I would like to give my students more opportunities to write about the text.  Right now, they are doing a lot of discussion, and I think that linking reading with their writing would not only help them understand the text better and communicate that knowledge effectively,  but will also aid those students who struggle with what to write.  ]]> 2019-09-30 03:20:31 UTC https://padlet.com/sd54/mn3lesjlnznn/wish/391135667