Access your responses to the warm-up questions on the Pear Deck slides. 

Reflection: 

1. Which theoretical model from Session 1 is most impactful for you in your role?

2. Describe your experience reading the scientific journal abstract about plasma membranes. How was your comprehension affected by your decoding?

3. Which multisyllabic words did you identify from the “Benjamin O. Davis, Jr.”passage that striving older readers might need support with?

1. Considering the students and texts you work with, which of the multisyllabic decoding strategies and/or morphemic analysis strategies might you use this school year?

2. How might you use those strategies?

1. Knowledge of the models have refocused individual ideas of how reading is developed and made up. Allowed us to focus on specifics areas of need. Gives perspective of just how much goes into "reading".

2. Negative impact on comprehension because of the amount of time it took to reread.

3. 
   

Use with EL students to aid in word translation/comprehension

Breaking down prefix/suffixes to decode a multisyllabic word

Small additions to everyday vocabulary instruction

Podcast - Soul to Story

The balance between committing time to this instruction versus our curriculum