I really enjoyed the organized word chart- where we listed nouns and verbs, and then summarized based on this organization. The procedure of it made the grade level summaries easier to do.
I really liked summarizing each standard using just a few words. It's a great way to refresh my memory and ensure I'm including them in my lessons.
I have learned so much today, especially about how to recognize complexity in text.
Learning how to evaluate a text for complexity was very helpful. Using the rubric to analyze text structure, language features, meaning, etc...was valuable. :-)
Analyzing texts for complexity using the rubrics and then comparing our analysis to the answer key was very helpful, as was the activity we did with questions worth asking. I learned a lot today!
I have taken classes on creating well-written questions, so it is nice to take a class on how to recognize and chose complex text to go along with the questions I write.
Great resources for determining the complexity of a text, which will be beneficial for all my students.
Thanks for helping us make the shift to choosing complex texts for every level of reader - very insightful!
Every teacher needs to remember, "Being strategic is not the goal of reading. Deep comprehension is the primary goal. Reading requires automaticity."
I liked having the chart to determine text complexity, from slightly to exceedingly complex. The group conversations sparked new thoughts and interesting ideas of determining what level the text should be placed in the rubric.
I really enjoyed reading and analyzing the text for complexity in small group setting
The "ladder" analogy was helpful for me in understanding that you start with a complex text (and the Complexity Rubric will be very useful) and then meet standards through the use of that text by focusing first at the word level, then sentence level, then paragraph, text, and finally global level.
I liked the analogy of Diane & her aunt. As a seasoned teacher myself, sometimes it gets old hearing and doing the same thing we've done years ago and are now revisiting. Instead of saying, "We've already done this. Why do we have to do it again?!" we can say, "Yes, knowing what we know and have already done, how can we build upon this to become better educators to help our students become college and career ready?"
I enjoyed using the text complexity measure rubric to determine the complexity of the text. We had a very great discussion with my group.
I was first very positive about PARCC when I first saw the types of questions it was going to ask the students. However, my appreciation of it dimmed when the tests were administered this spring, mostly due to its association with Pearson Publishing, and what seemed to me as the corporatization of education. However, I became less cynical today when I reminded of the ideal goal of the test.
I enjoyed the scrubbing a text document as well as the text complexity rubrics. I am still wondering how SPED teachers to differentiate or help gen ed teachers differentiate to the ability of kids on IEP's and not loose the intention of the Standards.
A wealth of knowledge! Now, the challenge....absorb all this interesting information and begin to implement it. I am learning a whole new way to assess text.
This class renews my practice of planning with intent and the best outcome possible for my students not just for today, but for the year and beyond. Planning makes all the difference, but planning with purpose and intent is the highest priority.
I liked when we compared text dependent and text specific questions and also complex vs difficult.
I appreciated the discussion on text dependent and text specific questions. I have a greater understanding and appreciation for the importance of planning thoughtful and worthwhile questions.
The reading discussed making sure to challenge every child and while I fully agree with this I wonder what this looks likes regarding close reading with struggling readers including ELLs.
Being able to put the CCSS into simple terms made it easier to break down my lessons so that they align with the standards. I'm excited to be more intent on choosing complex text this year to see the growth in my students.
The biggest take away after the reading is to choose text wisely. We want to keep challenging our students with more complex text while scaffolding the strategies students need to access these kinds of texts. In addition, although it's something I've intuitively done, I was reminded to teach many of the skills and strategies together instead of 2 weeks on summarizing, 2 weeks on compare and contrast, etc. I've learned a lot today and look forward to tomorrow.
I really learned a lot using the rubric to determine text complexity. I am looking forward to learning more tomorrow :)
The classwork we did today was great to bring standards and complexity into focus. Chapter 4 really helped clarify some confusions I had about choosing questions that would help kids to engage more deeply with the text. The questions in table 4.4 are very helpful!
Really appreciated learning that Text Complexity is not just a "harder" text. Plan to use the graphic organizer Figure 1.2 "Learning about a topic "which will work great with my struggling readers.
If teachers spent less time complaining about the new things they need to learn and do and spent more time learning and doing them, our students would be light years ahead. This is good stuff we just to to do it an not complain about it.
I enjoyed seeing the example of the close read of the picture and poem. The DRAW model was especially helpful and I am excited about analyzing pictures and text with my students.
The graphic organizer on p.13, Learning about a Topic, is fantastic. It is something I plan to use with my students during the upcoming school year. I appreciated the statement in Ch.1 about students needing to be provided with opportunities to struggle and then learn about themselves as readers when they struggle, persevere and finally succeed. That truly is what learning is all about.