https://padlet.com/sd54/yzqm8cip48q6 Respond to each prompt and comment on two other posts. Make sure to sign in to padlet before you respond. en-us 2019-11-22 20:39:30 UTC 2024-03-26 18:59:16 UTC hello@padlet.com amymadia https://padlet.com/sd54/yzqm8cip48q6/wish/424778587 At the end of the podcast, Jennifer mentioned six lessons for reading instruction. The two that stood out the most to me were number five and number six.  Number five was that “one single assessment doesn’t give us the entire picture.” It is so important for us to look at a variety of data to be informed on a students abilities.  Number six says that “responsive instruction is crucial to the development of readers.” We can have endless amounts of data but it’s how we use that information to plan meaningful instruction that makes all the difference. ]]> 2019-12-16 22:15:09 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/424778587 amymadia https://padlet.com/sd54/yzqm8cip48q6/wish/424778752 The topic of “whole book comprehension” vs “comprehension of a shorter excerpt” really spoke to me. The group of students I work with during literacy acceleration currently benefit from reading shorter texts because it allows them to practice decoding, fluency, and comprehension.  After listening to this podcast, I plan to continue monitoring their progress and when they are ready for longer/whole book texts, there will be specific stopping points along the way to check for understanding.]]> 2019-12-16 22:15:53 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/424778752 megangrzybek https://padlet.com/sd54/yzqm8cip48q6/wish/425086510 The whole "experiment" with assessment that she did with all of those students continues to AMAZE ME! It makes me think about the accuracy and use of F&P testing to determine where our students are level wise. Are the a great starting point? Of course...but using more than just one test to reflect our students reading level is way more beneficial. I think as a district we do a good job of looking at a plethora of things in regards to our students reading level. It is still crazy to me that students were reading shorter texts two grades above their comprehension for longer texts. It make sense that it is harder to sustain comprehension over a longer period of time. 

This forced me to reflect on if the students are really understanding the good-fit books they pick out! I tend to get frustrated when I see some students "reading at grade level" with me in guided but picking lower level books... I wonder if it is because they don't understand chapter books at their "guided reading" level! Lots of good reflection from this podcast! 

]]> 2019-12-17 16:51:00 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425086510 megangrzybek https://padlet.com/sd54/yzqm8cip48q6/wish/425089281 I really connected with the lessons that she stated at the end of the podcast. The one that I could connect the most with was the "Text leveling isn't a perfect science" and "The level of a text a student can read is based on multiple variables." I teach 6th grade and sometimes picking text for students at a W and above is hard to stick to. I find myself picking a variety of challenging texts but the skills/expectations of the students match their "ability level" and the needs of those groups of students. It was reassuring to know that what I was doing was okay. 

]]> 2019-12-17 16:55:59 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425089281 jaclyngarciahertrich https://padlet.com/sd54/yzqm8cip48q6/wish/425102698 I find this study fascinating and tragic at the same time. Vanessa's story made me also think about how she, sadly, may not be a unique case. I was also reminded of why differentiation helps these students in the classroom, but in some cases intervention is needed such as with Vanessa. It was helpful to learn how her the inconsistency was identified with some careful prompting and questions. I also wondered if these same embedded prompts would match the same findings within my own classroom. I would like to continually think about how I can more closely identify within my classroom how to be more responsive to my students individually.]]> 2019-12-17 17:20:49 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425102698 jaclyngarciahertrich https://padlet.com/sd54/yzqm8cip48q6/wish/425110574 I would like to, during guided reading, have a better method of identifying what my students need in the moment in order to help them better prepare for assessments (formative, summative, and state). I feel that most of the time I am relying on the questions already prepared and not on my own knowledge to question students about specific standards if I feel that they are not understanding what they are reading. 
In the future I would like my running records to reflect what students are actually reading in real time and if they cannot analyze this more deeply, then these same students need to be given various prompts reflecting the standard that they cannot reach.]]> 2019-12-17 17:33:28 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425110574 jessicazinga https://padlet.com/sd54/yzqm8cip48q6/wish/425444096 What really stood out to me was when Jennifer discussed how Vanessa read a longer text and they analyzed her comprehension and it didn't match up. I see this all too often with my students. During guided reading we will have shorter text and their comprehension couldn't be more spot on. However, during common assessments and other state/district testing with longer texts, my students are not able to comprehend what they are reading even though their fluency and decoding are excellent. I love how she kept pulling books and giving her questions to pin point exactly what Vanessa was struggling with. I think our district does an excellent job with this by focusing on the success of the whole child and always focusing on the need to close the gap.]]> 2019-12-18 13:52:50 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425444096 jessicazinga https://padlet.com/sd54/yzqm8cip48q6/wish/425452126 I would like to introduce my higher readers to larger texts and chapter books during guided reading. I would like to implement this with the partner read from the Jan Richardson to help students analyze the text accordingly. I want to model the thinking process required and include stopping points to analyze the different skills associated. 

With my lower readers I would like to give leveled texts with multiple variables to pin point the exact deficit in reading to help enhance my reading instruction. ]]> 2019-12-18 14:08:22 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425452126 juliegale https://padlet.com/sd54/yzqm8cip48q6/wish/425758263 What a story! I am glad there is someone like Jennifer to dig deeper into helping readers like Vanessa. Being able to understand where her comprehension broke down, at what text level and comprehension takes much patience and flexibility to continue to try something new. It is such a great example to remember to not only provide various opportunities to get to know the whole reader (like mentioned in other podcasts), but also remember there is no perfect answer on how to support struggling readers, and no one can do it alone. ]]> 2019-12-19 02:39:37 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425758263 juliegale https://padlet.com/sd54/yzqm8cip48q6/wish/425759429
At my school, we are currently discussing readers to help reorganize acceleration groups. The best part is that we know our readers well. We do take running records often, analyze their comprehension both oral and written, but when we are discussing levels, there seems to be a little variant. It might just be a level off, but like Jennifer said, a whole book experience is different than a short passage. Are we actually comparing apples to apples when we talk about kids or is it apples to oranges? If someone is using Benchmark level readers, another A-Z, and another LLI, which is the most accurate? Are we using a balance of NF and F text, short and long, to determine students' right reading levels? And do should we all be asking the same types of comprehension questions to get the clear picture? I wonder what texts Jennifer used with Vanessa and how she determined which were the right ones to get the best information. ]]> 2019-12-19 02:46:18 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/425759429 marjorieanderson https://padlet.com/sd54/yzqm8cip48q6/wish/426090838 I thought this was an amazing example of how reading levels are not fixed, even at a single point in time. Different lengths of text, different genres of text, and different background knowledge of the reader will all come into play. As much as we tend to think of a student as reading at a Level G right now, maybe we need to think of that more as a bubble with the levels around G and be ready to be flexible in matching students to the right text. As much as we want to push students forward, we also don't want such a big gap between their reading ability and the text that it's no longer productive.]]> 2019-12-19 21:22:11 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426090838 marjorieanderson https://padlet.com/sd54/yzqm8cip48q6/wish/426091896 I really liked how they were able to hone in on the difficulties Vanessa had with reading to give her specific reading strategies to help her comprehend longer text, like retelling key events, but to just help her become a stronger reader overall.]]> 2019-12-19 21:25:36 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426091896 rachelfoster1 https://padlet.com/sd54/yzqm8cip48q6/wish/426092038 Vanessa’s story felt so simliar to many other students I have worked with in the past or even in my current class. Often tiems, I see students in guided reading who are being very successful with the questions that I am giving them. I also see a lot of growth in guided reading with their ability to answer a wide range of DOK questions however, this same growth is not always seen in common assessments or MAP. As a team we have talked about the format of both common assessments and MAP passages and how those are typically different than what we show during guided and even shared reading. Often on MAP and even common assessments there aren’t any pictures and the text is a passage instead of a book that they are used to. We have talked about using more passages in acceleration, guided, and shared which could benefit students on MAP and common assessments. ]]> 2019-12-19 21:26:16 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426092038 rachelfoster1 https://padlet.com/sd54/yzqm8cip48q6/wish/426093747 I think the 6 lessons that she stated at the end of the podcast were really interesting. One that stuck out was the comprehension is fluid not fixed. I think that this is so true for a lot of my readers. Often times we assume that students are able to comprehend texts because they are answering questions. But I have noticed that a lot of it depends on the type of text students are reading, their background knowledge on the topic, and their interest in the topic.  But Jennifer also mentioned that shorter passages are easier to comprehend than whole texts and it’s important to focus on both.]]> 2019-12-19 21:33:31 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426093747 heatherhughes1 https://padlet.com/sd54/yzqm8cip48q6/wish/426306899 This podcast had me thinking about how to stretch for student comprehension, and tied nicely into Serravallo's last podcast discussing varying sources of text. Very high readers in a grade level may perform that way on shorter passages and with shorter texts, however are they able to sustain that comprehension level in longer texts? Can those readers have the same comprehension level with a change in receptive modality as well? It was interesting that the results from the study determined an average discrepancy between whole text and excerpt to be 2 reading levels. ]]> 2019-12-20 17:43:52 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426306899 heatherhughes1 https://padlet.com/sd54/yzqm8cip48q6/wish/426309058 I was able to connect with and takeaway suggestions she gave in the example of the Bronx student, in that I have encountered students that perform well on comprehension questions within shorter timeframes or shorter texts... especially with 1st or 2nd grade readers when most of their texts during Guided times are around 200 word-counts. However, when asked to recall prior day's reading or information from text read before and connect to current readings, those students may struggle. I made note of the suggestions she made as noticed while working with the 4th grade student- that memory, sequencing, and synthesizing were interfered with by longer text. Modeling these skills using a longer text and on-going classroom read-aloud may be a good strategy for providing targeted instruction in primary grades. ]]> 2019-12-20 17:52:43 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426309058 cheriestone https://padlet.com/sd54/yzqm8cip48q6/wish/426367293 2019-12-20 22:47:16 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426367293 cheriestone https://padlet.com/sd54/yzqm8cip48q6/wish/426367743 2019-12-20 22:50:33 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426367743 julieguedel https://padlet.com/sd54/yzqm8cip48q6/wish/426388014 2019-12-21 02:19:08 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426388014 julieguedel https://padlet.com/sd54/yzqm8cip48q6/wish/426389025 2019-12-21 02:30:38 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426389025 laurenbudny https://padlet.com/sd54/yzqm8cip48q6/wish/426404496 The discussion about Vanessa and the application for teachers was helpful and encouraging.  I have felt this way for a long time in literacy.  Some students get so good at reading short excerpts and passages, however struggle when they need to read more than a few pages in a chapter book.  I thought Jennifer Serravallo had some great strategies for scaffolding reading strategies for students like Vanessa.  I like to weave in novels for independent practice time during guided reading. I thought Jennifer's tips at the end were also helpful reminders. The ideas that text leveling isn't a perfect science and that one assessment doesn't give us the whole picture are great reminders.]]> 2019-12-21 05:50:27 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426404496 laurenbudny https://padlet.com/sd54/yzqm8cip48q6/wish/426404869 I thought Jennifer's tips at the end of the podcast highlighted the takeaways for me.  It was good to remember that comprehension is fluid - it can depend on the reader or the text.  -Text leveling isn't a perfect science.  This is also a important reminder.  As teachers we need to be flexible and give kids chances to read books at various levels so they can push their limits and comfort zones (or be able to read and comprehend longer texts).  Lastly, it's always good to remember that one assessment does not give us the complete picture of a child's reading abilities.  As she discussed the importance of reading a variety of texts at different lengths, I was inspired to change up some of my guided reading materials to ensure kids can read and comprehend longer texts.
 ]]> 2019-12-21 05:57:23 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/426404869 ashtonnisbet https://padlet.com/sd54/yzqm8cip48q6/wish/427806584 This podcast was another positive reminder that giving students the opportunity to read different-lengthed texts is important. Not only for their exposure to them but also to help us truly understand them as a reader. It was extremely surprising how different Vanessa's levels were based on the different types of text and although it may not be the case for every student, it's definitely something to keep in mind and implement if we can.]]> 2020-01-06 04:42:45 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/427806584 ashtonnisbet https://padlet.com/sd54/yzqm8cip48q6/wish/427806808 My biggest takeaway from the podcast is the emphasis on responsive instruction. Guided reading is that time of the day where you really get to zero in on the needs of your students. I appreciate each of the strategies I've learned from Jennifer because they're always highlighting the importance of meeting students at their level and where they're at as a reader. It's not always about the questioning necessarily. This was exemplified when they found that they needed to backtrack a little with Vanessa to work on strategies before moving her forward in levels. I hope to bring this back to guided reading with my students as well.]]> 2020-01-06 04:45:01 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/427806808 arianacarbone https://padlet.com/sd54/yzqm8cip48q6/wish/429014734 One of my biggest takeaways from listening to the podcast is that reading levels are not black and white.  This is important to think about so that we don’t funnel students into one level.  In addition, it’s important to make sure we are looking at students through the lens of multiple factors so that we are responsive to student needs.  Due to this, it is important that we use multiple data points to gather information on students, from both long and short pieces of texts.  It made me also think about how if we are not reading with students in various length texts, we are not able to gather enough information to see how students are comprehending and responding to complex plot elements.  It was very eye opening to hear her say that often students are reading at least two levels lower on longer texts.  ]]> 2020-01-08 16:25:28 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/429014734 arianacarbone https://padlet.com/sd54/yzqm8cip48q6/wish/429017977 One thing I would like to think about more is how I can assess how students are comprehending longer pieces of texts.  I often work with students that are below grade level or approaching grade level in terms of their reading levels.  Often, I hear these students saying that they have never finished a whole book or do not identify themselves as readers.  After listening to the podcast, it reaffirmed for me how important it is to check in on what students are reading independently and how I can help support their literacy problem solving skills to help them make meaning from text.  It also reaffirms the idea that all readers are different and it is so important to continue to meet student needs by discussing specific strategies for each individual reader.  My goal is always to make them love reading by the time they leave 6^th grade!]]> 2020-01-08 16:29:44 UTC https://padlet.com/sd54/yzqm8cip48q6/wish/429017977