https://padlet.com/holmbergm/oz403x8u59u3 Preparing for the adventure en-us 2017-11-02 14:00:31 UTC 2018-02-26 19:45:18 UTC hello@padlet.com holmbergm https://padlet.com/holmbergm/oz403x8u59u3/wish/202908959 2017-11-02 14:07:04 UTC https://padlet.com/holmbergm/oz403x8u59u3/wish/202908959 swansonm1 https://padlet.com/holmbergm/oz403x8u59u3/wish/202974960
Are others needing support in completing this?]]> 2017-11-02 15:48:52 UTC https://padlet.com/holmbergm/oz403x8u59u3/wish/202974960 levinet https://padlet.com/holmbergm/oz403x8u59u3/wish/203327983 2017-11-03 15:06:29 UTC https://padlet.com/holmbergm/oz403x8u59u3/wish/203327983 holmbergm https://padlet.com/holmbergm/oz403x8u59u3/wish/215622748 What assessments are necessary? (end of week: 30-40 minutes instead of teaching, benchmarks, unit tests which identify the pillars) The assessments take a long time!! Time on task/stamina is an issue for our littles. Duluth has modified assessments. There will be a lot of copying for assessments. Is this typical?
Benchmarks every 4-6 weeks: we use LBD benchmarking to put kiddos in lexile levels. This curriculum assesses below, on level, and above; how does this fit in with levels in a system that is used to A-Z levels. 
Are there lexile levels for the leveled readers?
Is there a grammar/daily language practice for all grade levels? Where is this found? Are we to run all of the grammar books online?
Is there a way to transfer pieces of lessons not taught to the next day without leaving tabs open?
Is vocabulary assessed? As a skill or a strategy?

]]> 2017-12-12 21:19:23 UTC https://padlet.com/holmbergm/oz403x8u59u3/wish/215622748 holmbergm https://padlet.com/holmbergm/oz403x8u59u3/wish/215629569 The curriculum is so much. New math curriculum is a struggle to implement with all of the new components. How will we be able to implement all of the pieces with fidelity? This is a lot of learning. Being overwhelmed is a good thing, because there is a lot to use. In order to build readers, kids need at least 30 minutes of reading per day at their level. LBD allows us to level and provide the 30 minutes of reading. 

Give staff time to explore the curriculum before implementation this fall. 

One word: comprehensive, different teaching styles will fit, materials are engaging for students, phonemics and phonics are thorough, common themes and cohesiveness throughout the experience

Can we ask our students what they think? ]]> 2017-12-12 21:49:54 UTC https://padlet.com/holmbergm/oz403x8u59u3/wish/215629569 ebnetk https://padlet.com/holmbergm/oz403x8u59u3/wish/215646911 1. I feel the weekly assessments are EXTREMELY valuable.  If you look at the weekly assessments and the types of questions asked, they are very similar to what students see on the MCA's.  Students don't have the opportunity to experience these kinds of questions until the MCA's are upon us.  The weekly test does take about 20 minutes to take, but I then meet with small groups during Daily 5 and we discuss the questions and talk about why the correct answer is the best choice and go back in the text to prove answers. I would hope that doing this weekly will improve students reading and testing strategies. Also, if all grade levels are doing this, students will have seen higher level questions more frequently and be that much more adept at answering them.
2. I have yet to find any place that the weekly vocabulary is tested.  There is a lot with vocabulary in context on tests, but none of the words we define and talk about each week are tested.  I find that a little odd, but there is a lot of exposure to the vocabulary throughout the week in the core and small group readers.

Other things I've observed that might answer some of the questions below:
There is a diagnostic and placement test at the beginning that put students in levels. (Once in a level--beyond, on level, or approaching, the lexile is on the back of each small reader.)
There is a grammar and spelling page for each day of the week.  I run a grammar packet (4 pages--2 back-to-back pages) and 4 spelling practice pages--2 back-to-back pages) that practice a phonetic skill, words in context/vocabulary, and writing with spelling. After I've taught the lesson during core, students work on grammar and spelling during word work in Daily 5.

Question about the statement, "this curriculum assesses below, on level, and above; how does this fit in with levels in a system that is used to A-Z levels." Why are we wondering how this curriculum fits in with A-Z levels? We wouldn't be using A-Z levels anymore because it's not part of this curriculum. I'm a little confused about that statement. ]]> 2017-12-13 00:05:15 UTC https://padlet.com/holmbergm/oz403x8u59u3/wish/215646911 holmbergm https://padlet.com/holmbergm/oz403x8u59u3/wish/230844697 1. Assessments:
What assessments are necessary? See notes 12/12/2017 below.
Assessments involve a lot of copying. Is this typical? Is there a better way?

2. Benchmarking:
Are there lexile levels for leveled readers considered benchmarking? 
How are students benchmarked in Wonders? Frequency? Direct link to needed tiered interventions?

3. Is there a grammar/daily language practice for all grade levels? Where is this found? Are we to run all of the grammar books online?

4. Is there a way to transfer pieces of lessons not taught to the next day without leaving tabs open? 
 
5. Is vocabulary assessed? As a skill or a strategy?]]> 2018-02-12 21:43:45 UTC https://padlet.com/holmbergm/oz403x8u59u3/wish/230844697