Jacquelyn DiGulio

Had an AMAZING time in our “Learning Alliances” (partners) working in our “Learning Hubs” to complete our task cards over editing/revising, parts of speech, and sentence structure!!! These kids work so hard and so do we!!! @pisdesela @jdockan15 @pisdlachat

Click Here to support the 2024 Deer Park Baseball Fundraiser verticalraise.com/fundraiser/202…

Amazing kiddos practicing skills and recognizing characteristics from drama together!!! We had so much fun!!! @MaeSmythe #PISDLACHAT @pisdesela

So excited for my “Writer’s Workshop” folders throughout the genres! Finally had time to finish them for both ELAR classes 😍📚😍#PISDLACHAT #itsagreatdaytobeamustang

@janetdnuzzie A22: I have learned the scope of my responsibilities pertaining to Tier 3 intervention when my campus does not provide specific ppl for it. I will utilize the checklists to ensure that my ss are successful regardless of which tier they need. #PISDMTSS

Q22: What have you learned as a result of your participation in this Twitter Slow Chat? How will you apply what you have learned from “Components of Mathematics Intervention” in your current role? #PISDMTSS Note: Reply with A22: & include #PISDMTSS in your reply.

@janetdnuzzie A21: This tool can be utilized when we are planning groups and which teachers will be overseeing each group and which targeted skill each group will be focusing on. #PISDMTSS

Examine tinyurl.com/3phmd9h5. Q21: How could this tool be used at your campus to ensure that the intervention efforts focused on mathematics align w/the characteristics & criteria of an effective intervention? #PISDMTSS Note: Reply with A21: & include #PISDMTSS in your reply.

@janetdnuzzie A20: The checklist and template can ensure that ss and teachers are using intervention time to best facilitate the learning needs of our ss in a limited time frame. #PISDMTSS

Examine tinyurl.com/3wsmxdra & tinyurl.com/3maxy5hr. Q20: How could these tools be used to ensure that we have the right environment, culture, materials, and evidence-based instruction in place to support students in need of intervention in mathematics? #PISDMTSS

@janetdnuzzie A19: "Effective Questioning" because when ss are able to predict patterns in their learning, they are better able to problem solve. "What strategy that have learned can be used to solve this problem?" #PISDMTSS

Choose a different component of mathematics intervention tinyurl.com/3fjp6b58. Q19: What resonates w/you about the importance of this component when supporting students in need of intervention in mathematics? Why? #PISDMTSS Note: Reply w/A19: & include #PISDMTSS in your reply.

@RosalbaRobles20 @emily_robol @janetdnuzzie I am the same way! I can hear something 4,578 times, but I learn it when it is finally demonstrated/shown to me!

Choose one of the six components of mathematics intervention tinyurl.com/3fjp6b58 & read the linked “Developing Clarity” document. Q18: What resonates w/you about the importance of this component when supporting students in need of intervention in mathematics? Why? #PISDMTSS

@emily_robol @janetdnuzzie This reminds me of the quote "If a child can't learn the way we teach, maybe we should teach the way they learn." Multiple representations allow children to determine what works best for them!

@janetdnuzzie A18: Multiple representations resonate with me. Visually showing students different ways to “see” a problem really helps make the connections that may have been lost earlier in their education. #PISDMTSS

@janetdnuzzie A18: "Clear and concise mathematical language/vocabulary" resonates most with me. I have found that if ss are able to have clear discourse about a subject, they are better able to understand what they are learning. #PISDMTSS

@Veronicaa_hdk @Kristi_Pfl I love having an explanation for ss now! They were so confused when they cam across words like "enough" and "tough".

@Kristi_Pfl A17: R28 was interesting because it explains that GH is either silent or can make the /f/ sound. Before, this was another unexplained rule students were expected to just know. Now, the rule can be explained as well as examples provided. #PISDMTSS

Q17: Between rules 25-30, which rule gave you that “aha” moment and/or could help you in teaching phonics to your students? Why? #PISDMTSS

@Kristi_Pfl A17: Rule 30, "F, L, and S are the most commonly doubled letters" which accounts for most words, but leaves room for other consonants that are doubled. Especially in words like "off" which ss commonly spell "of". #PISDMTSS

@Veronicaa_hdk @Kristi_Pfl This is extremely important when it comes to reading comprehension!!!

@Kristi_Pfl A16: These rules are important because they provide clarity for decoding and encoding words that may have previously not made sense. Students will also see that the meaning of a word can change depending on prefixes and suffixes. #PISDMTSS

Q16: The past few chapters were all about prefixes & suffixes. Why is it important to not wait on teaching these phonics rules? #PISDMTSS

@Kristi_Pfl A16: Teaching prefixes and suffixes will exponentially increase the vocabulary of students! It will also help them determine the meaning of unknown words in their daily encounters. #PISDMTSS

@Veronicaa_hdk @Kristi_Pfl I agree! I was sitting here pronouncing the words so I could more clearly differentiate the hissing sounds!

@Kristi_Pfl A15: I think it would be helpful for students to practice saying words to determine if it hisses or not to help with rules 21 and 22. #PISDMTSS

Q15: After reading chapters 13 & 14, is there anything different about the way you will teach rules 21-24 in the future? #PISDMTSS

@Kristi_Pfl A15: One thing I would do differently is teach the exceptions in small group. There are so few words that deviate that I think they are important to know! Especially "have, do, go, am" b/c they are so freq. used! #PISDMTSS

@Veronicaa_hdk @Kristi_Pfl I agree! I think the hardest part will be for ss to understand that words like "bet" are the same in present, simple past, and past participle!

@Kristi_Pfl A14: I really liked the explanation of R20 and the different charts with examples. A clear explanation for students as well as practice with various words will help them understand the 3 sounds of ED. #PISDMTSS

Q14: What was your biggest take away from either the 3 sounds of ED or irregular verbs? #PISDMTSS

@JanaMosley14 @Kristi_Pfl Yes! When it described how difficult it would be to clearly say "hand-d", it reminded me of so many kiddos that try that! I like how it says that adding that "e" helps the tongue from tripping so that the end sound is clearly heard in speech.

@Kristi_Pfl A14: I think my biggest take away was the clarity of the explanation that it depends on the final sound heard in the base word that determines the sound the /ed/ makes & that's its best to memorize this phonogram because of its high frequency #PISDMTSS