Sarah Moore

Hippity Hoppity...coaches bringing Easter treats to our lucky FRES bunny finders. ⁦#whodoesntloveachocolatebunny #spreadinjoy #fresfamily @FRESWarriors⁩ ⁦@English_Tchr101⁩ ⁦@PowhatanM⁩

Something to think about: balancing student choice/interest/relevance when choosing read aloud books and exposing students to classic literature that is rich and deep, but they would never choose on their own. #DLT21_DT3

How can we balance “What do the students want to know?” and “What does the curriculum say we must cover?” We need to figure this out! Children deserve to have an education that is relevant and creates curiosity! #DLT21_DT3

Really struck me: when the poet discussed questions about her poems that were included in high stakes testing...questions she, the poet, could not even answer! 😳 #DLT21_DT3

If students don’t like to read because they don’t get to ASK the questions...they are only answering our questions...are we truly teaching them anything?!? #DLT21_DT3

@MallaryMcevoy Setting up the expectations for independent reading in the classroom takes a lot of pre-reflection (classroom layout, classroom library, etc.) and a ton of modeling! This is something that has to be prioritized in the Summer/Fall. Let’s try it together! 😊 #DL421_DT3

@CrystalMcartan I realized that I always encourage students to read what they are interested in, encourage teachers to have interest-based classroom libraries, etc...but to my own child I said, “that book is too easy for you”...shame on me! 😏 #DL421_DT3

Q2 After reading Disrupting Thinking I even let students choose books that were easy reads For them. I let them chose a book they were interested in. As it turned out most of those students read their book quickly and enjoyed it. #DL421_DT3

@readingcoachmom Doing the same read alouds (that you, as the teacher are familiar with), assigning the same projects (with the same rubric), etc. is much easier for the teacher, but then you are no longer teaching the students in front of you...you are teaching a curriculum. #DL421_DT3

Q6. I think some teachers hold on to the same things because it is easier and safer. They fear failing and don’t want to try a new strategy or text. It is also easier to pull out plans you have done before. I love mixing it up. Otherwise it is boring #DLT21_DT3

FRES learning at the Virginia State Reading Conference! @English_Tchr101 @FRESWarriors

Learning from the best at VSRA2019! ⁦@English_Tchr101⁩ ⁦@WordsTheirWay⁩

A2: absolutely! When the text impacts them (tugs a heart string, makes them remember something positive, makes a difference to them)...they are engaged. We have to model and teach our students to think this way when they are reading. #pcpschatdt2

@Sloan53328097 That is key...planning the questions ahead of time! Six P’s: Prior proper planning prevents poor performance! 😉 #PCPSchatDT2

A1: I believe the BHH framework would be an effective tool to use in class. It allows you to peel back the layers,going from surface questions to deeper ones allowing opportunities to connect on various levels as well. Should plan those types of questions beforehand #pcpschatdt2

@MrsInnerb Yes, I was thinking of some great read-aloud books that would lend themselves great to this! I also think using picture books and not just chapter books for these read-alouds are powerful...even for older grades! (Ties into mentor sentence texts too!) #PCPSchatDT2

A2: After reading this I think it's important! Being in an SOL testing year it's easy to get sucked into "reading to find evidence" mode. On purpose I would make my read alouds funny books, so my students would still enjoy books. However, I never had this mindset. #pcpschatdt2

@MrsInnerb @English_Tchr101 Do you (or others) encourage students to respond to independent reading through writing during stations? The accountability/share piece is what I always find difficult when students reflect and respond during stations, but that is a great use of that scheduled time! #PCPSChatDT

@English_Tchr101 A3: I used to have my students write reading responses often. With the pressure of SOLs I stopped and added more skill related assignments. I do spend 2 weeks in the same book for guided reading groups. Week 1 is where we just talk about the text and encourage responsive reading.

@English_Tchr101 A3: When scaffolding our instruction with responsive reading, I think it would be beneficial to not only model, but also collect an ongoing list of evoked responses: amusement, curiosity, surprise, doubt, etc...so students have an understanding of expectations. #PCPSChatDT

@MrsInnerb @English_Tchr101 Invite me in next time, I would love to hear how reading about the lives of people in history has a possible impact on how the students view themselves or their own impact on the world (in 3rd grade perspective) 😉 #PCPSChatDT

@MrsInnerb @English_Tchr101 Was this just done in a whole group class discussion? #PCPSChatDT

@MrsFirda @English_Tchr101 I think, as reading teachers, we need to at least explore with our students the possibility that the thoughts of other writers and the experiences of other writers may have the power to change what we think or affirm what we believe. #PCPSChatDT

@English_Tchr101 A1 continued: held ideas, certainly-- but are we as reading teachers looking to change who students are?

@MrsDsZebras @English_Tchr101 So much modeling is required to elicit these deeper connections from our younger students...I think just getting our students to view reading as a task that DESERVES a response is a great start to build them up for deeper reflection questions later on. #PCPSChatDT

Always learning to support the success of our FRES students! ⁦@FRESWarriors⁩ ⁦@English_Tchr101⁩