8-820 Rotations Mod 1 Reflection Fish Code Scarboroughs Quote

Qs

820-840 Chart
What is it? Where are we? Where are we going?

Systematic and
Explicit Foundational
Skills Instruction

Complex Text at the

Center of Instruction

Building Knowledge
and Vocabulary
Through Diverse and
Content-Rich
Complex Texts

Evidence-Based
Discussion and
Writing

Mods 1 & 2
● World Cafe Rotations
○ From Mod 1

REFLECTION QUESTIONS
What connections do you make to your own experiences learning to read?

What connections do you make to your own experiences teaching readers?

Hanford asserts that when our traditional approaches to teaching literacy don’t work for students, the system typically
assumes that there’s either a “problem in the home” or a “problem in the child”, when it’s actually more likely a problem
with instruction. What implications does this idea have for your work?

● From Mod 1;
○

What is it?

Systematic and Explicit Foundational Skills Instruction

 Complex Text at the Center of Instruction

Building Knowledge and Vocabulary Through Diverse and

Content-Rich Complex Texts

Evidence-Based Discussion and Writing

● From Mod 2; How did you feel? What made it difficult? What implications does this have
for our intermediate students who are striving readers?

● Introduction ideas:
○ Scarboroughs rope

○
Quote: Only 35% of students nation-wide are proficient, yet only 1-6% of students have such significant
neurological differences that will always make proficient reading a real struggle. Scientific reading and
research indicates that approximately 95% of students can become proficient readers, yet in the United
States we fall far short.”
Modules 3 and 4

You’ve seen the progression; inconsistently implemented. How does the research in these modules
affirm or change your perspective of the learning progression?

I used to think, now I think:

● Difference between phonemic and phonological awareness
● Poem
● Ms. Dawson vs. Ms. Jackson - phonics instruction cannot be haphazard
● 9th grade reading passage
What impact does the information in Module 5 have on text selection for different groups of students in
your room?
What does fluency work currently look like in your room?
How would you like to see it change, if at all?

From the module reflection:

Do you have a plan for informally assessing
your students’ fluency? How will you build it
into your daily instruction intentionally?
Mod 6
Instructional Practice Guide = consider having teachers do something w/this? How does it apply to
CKLA? Why is it important for teachers to pre-read CKLA stories even though questions are provided in
Teachers Guide?
Scaffolds; multiple readings and why important
- Abuela text

Now that you have learned about scaffolding, what are ways you tend to scaffold for your students
already? What new strategies do you want to try? Are there ways that you have overscaffolded in the
past?

Mod 8