• 3 gots/takeaways

• 2 questions on your mind

• 1 thing you want to put into action straight away

This allows you to help "fill the sponge" while students are in their receptive stage but have not yet moved into being expressive. One students become more responsive and expressive, you can move into dialogic conversations.

3 takeaways

• reading comprehension depends on word reading and on listening comprehension

• phonemic awareness and phonics are different

• articulatory gestures can be practiced in every grade

2 questions

• how to imprement this in Middle School

1 thing to you want

• practice gestures with MS students

1. Tier 2 Vocabulary

2. Engage - Repeat - Expand

3. Phonological and phonemic awareness

Action:

Elevated language

1. Oral language is the foundation for reading

2. Children are sponges - dry if there's no water

3. The importance of supporting teachers in the development of phonemic awareness

Questions:

What traditional practices should we avoid when teaching phonemic awareness?

What evidence-based best practices should we implement instead?

Action:

Start the book study with the teachers

Rosario Ortiz

Head of School

Colegio Americano de Xalapa

• We need to work on making our teachers conscious about the process of learning vocabulary

• describing words is better than just saying a word

• repetition is very important

1 put into action

• implement MORE read alouds in classrooms and word describing for our students to acquire more vocabulary and have a better listening comprehension.

• Educational Research is not a tug of war. It is constantly evolving and we need to be o the side of research always learning what is new to do what is best for students.

• Gain knowledge of continuums to be responsive to student needs.

• Oral language is the foundation for learning to read and write.

  
  

2 QUESTIONS

• What are best practices for teaching spelling?

• What are best practices in providing feedback to students' writing?

1 ACTION / NEXT STEP

• Support leaders in replicating book study with grade level teams at each campus.

Questions: How to implement this in middle school? What strategies can I share with other teachers?

To do: Start using new vocabulary when I speak to the students.

3 takeaways

1- the importance of promoting oral language as much as possible each day

2- not to put blocks on what a child can understand- use juicy words / exact words to promote the beauty of the language and nurture higher vocabulary acquisition

3- love the ideas of: engage-expand-repeat

2 questions

1- Concerning older students - How can we really promote a pure language learning environment when "Spanglish" is part of the talk?

2- I do have questions about Spelling and Phonics - especially with new / international students - how can we create a program which is fair, appropriately challenging and not too "easy"?

1 thing to implement

I plan to simply ask my team of teachers "How do you nurture higher vocabulary?" at our next Division meeting using a post-it note premise on an anchor chart. Get them thinking and reflecting on this practise.

Please click the plus button at the top of this column to leave your response.

Teachers organizing high frequency words into spelling patterns. Teachers make connections for students by using these words in a strategic way. Unify our practices and make sure we teach students explicitly.

• What was new?

All words are sight words, there is a difference in calling them high frequency words vs sight words. The primary purpose of spelling is to represent meaning.

• What's next?

To guarantee that this is happening in every classroom.

We have tried the Architecture of a phonic lesson , we do it everyday in the kinder classrooms

2. What was New:

   we wan to try to go deeper with words , understanding meanings and patterns

3. What's next?

Continue doing the 2 things above fora better phonics exploration and understanding