https://padlet.com/johnsoks2016/pedgp8qduqqo en-us 2017-10-20 14:05:52 UTC 2017-10-20 16:21:52 UTC hello@padlet.com johnsoks2016 https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199065182 I gained a clearer picture of how reading accuracy and reading fluency are not the same thing.  In years past, I’ve concentrated mostly on reading comprehension and reading accuracy. I had not put that much emphasis on reading fluency.  Although I have modeled how to read to my students, I've never really focused on how THEY were reading. I was more interested in the accuracy and comprehension components. With this in mind, I will put more emphasis on how my students are reading as it is another link in the chain to their success with reading comprehension and accuracy.]]> 2017-10-20 14:08:56 UTC https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199065182 johnsoks2016 https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199068638 This section was very helpful.  I have struggled with how to accurately assess this standard.  The Conversation Look-Fors in the table on pp. 70-71 are wonderful.  I  can narrow my focus on what to look for as I listen to the conversations of my students.  This will also direct my observations as I listen to students when they are in the Read to Someone section of Daily 5.  I do need to allow my students to discuss what they are reading with me more and let them "teach" me instead of me dictating the conversations and leading them to where I think they should go.]]> 2017-10-20 14:15:37 UTC https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199068638 johnsoks2016 https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199078451 Yes, the ultimate goal is for our students to be above the 25th percentile on STAR, but I found this section interesting because the author gave examples of specific goals for students. For example, goals included possibilities for growth in independent reading time, inference making, story structure, etc. Goal setting for students is a given, but that can be taken to a whole other level by setting very specific goals. I was also intrigued with the idea of having goal setting conferences with students. As teachers, our goals are given to us as to what our students should accomplish in a year. I like the idea of talking to the students and having them set their own goals for growth in reading. ]]> 2017-10-20 14:35:28 UTC https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199078451 johnsoks2016 https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199090594 This goes hand-in-hand with goal setting.  The author does a great job of breaking down and defining goals, skills, and strategies.  I have never thought about these three parts connecting with each other.  After reading this selection, I will be more mindful of going from goals to skills to strategies. I have to make sure that students learn the strategies they need to show growth with a particular skill. I did feel reassured when the author stated that there was not necessarily a list of strategies she can give educators. We should tailor the strategies we teach to meet the individual needs of our students as they grow in a skill which will enable them to meet their goals.]]> 2017-10-20 15:01:00 UTC https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199090594 johnsoks2016 https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199122435 Although writing is assessed, I was surprised as I read the author's point of view on assessing engagement during the writing process. Typically, I have just looked at the end result without thinking about how students are engaged in the process. I like the idea of having the students complete an interest inventory for writing in addition to reading. I should also be more observant of writing engagement when students are in Work on Writing in Daily 5.]]> 2017-10-20 16:14:22 UTC https://padlet.com/johnsoks2016/pedgp8qduqqo/wish/199122435