#UrbanEdChat Archive
#UrbanEd chat is a twitter chat for educators. Topics relevant to the subject of urban education will be discussed, but all educators are encouraged to join the conversation. The chats will be moderated by Ben and Neil, founders of Engaging Educators and elementary school teachers in Detroit, MI.
Thursday March 17, 2016
8:00 PM EDT
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Welcome to tonight. Let's start with introductions. Tell us about You, Who, where, and what you teach!
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We use the:
Q1:
A1:
format for the
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Monica, Special Education teacher, Texas
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Don't forget to use the hashtag on your tweets tonight.
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Good evening! Monica from OH, first grade teacher! A heads up, I'll be in and out tonight as I try to finish a project
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Me, too. Doing a special project for work.
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A1: Phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.
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Lol! The Monicas getting it done!
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A1: Without any of these, students are unable to grasp meaning of the text.
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A1: Phonemic Awareness, Vocab, Phonics, Comprehension & Fluency
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A1: They are essential because Ss need them in order to learn how to become proficient readers.
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Hello! Christian from ATL. Instr. Tech. Coach
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A1: the components are all interlaced and dependent on each other in order to develop Ss that can read to learn (ultimate goal)
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It is important for ongoing PD as well as strong mentorship for newbies.
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Hi everyone Desiree from MI
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Where does accuracy fit in?
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A2: As a SpEd teacher, I see reading comprehension as the struggle due to the many pieces to it.
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A2: NF comprehension and vocab
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A2: Many urban students lack access to books. Often school librarians and teachers are unaware of culturally relevant books.
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A1: I see my 5th graders and ELLs struggle with decoding which affects everything else!
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Yes. NF is a difficult one. I found that using current events really help in understanding.
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Use due to different reading levels and allow me to assist my Ss at their instructional levels.
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A2: I see my 5th graders and ELLs struggle with decoding which affects everything else!
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Best online sites for differentiated textshttp://mplsesl.wikispaces.com/Individualized+and+All-Together
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A2: amount/lack of exposure to real life environment limits schema which limits comprehension
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Same with Special Ed students. Not a lot of teachers are prepped to meet the challenges.
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A3: vocabulary! According to research Ss of low SES hear a fewer variety of words spoken, impacts comprehension greatly!
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a2: varies however I see phonological awareness being a key problem; however because of background experiences…comprehension!
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Shared two articles, one post on hi/lo books, and two wiki pages w/ best resources for leveled texts
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a3: to set structure and expectations early
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Thank you for sharing. :)
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A2: Engage parents and introduce them to relevant text is important. In some communities going to the library is difficult.
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I would do the local Half Price book stores during certain time of the year + let Ss borrowed books to keep longer.
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It's greatly influenced me as I often try to incorporate higher vocabulary in my teaching, high expectations!
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I have a free book store in back of my library. Kids "buy" books when meet goals. gave me $3K to stock it
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a3: it is important because K-2 lays the foundation. A weak foundation creates a weak structure!
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Skills are important but bottom line is kids need REAL reading to learn to read. They need to read a LOT every day.
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a3: We have to get Ss to think even deeper by 3rd grade in terms of comprehension. If they can’t even make sense of the word...
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a3: we can’t do our job and have to back track!
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A3:I Ts in K-2 don't implement the 5 essential components of reading the Ss won'tt be able to read and comprehend complex text
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A3: Getting students and families excited about literacy early is essential. Connecting k-2 to books early!!!
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A3: K-2=Learning to Read, 3-???=Reading to Learn
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A3: Foundations is everything. Once they reach my grade, 5th grade, it is difficult, not impossible, to regain that foundation.
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A3: A strong teacher prep program (and ongoing support) is needed. Without a strong foundation, a house will fall. Same w/ edu.
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its the truth. Too often they get by and 3-5 teachers are often questioned. different standards
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Yes. We have to work it in during the day. Most of a students day should be reading.
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A2: Many great books written by INDY authors for urban students. doesn't carry many diverse books. Homework required!
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a4: First teach it in context…stop isolating the different components.
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As a 1st grade teacher I never enough time for self selected reading! We read all the time tho!
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A4: Modeling and coaching from experienced effective teachers help in a huge way.
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If we want kids to learn to read, we have to let them read. Drop something &make time.
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A4: We have guided reading at the intermediate levels and elementary have Teacher's College. Will change in a year's time.
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A4: The 5 essential components of reading should be evident at the centers.
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A4: constantly formally and informally assessing your kids, know which component is a strength/weakness, build from there!
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A4: Many times I have seen centers that are not very rigorous in 1st grade, especially in urban schools
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It's so exciting to me! Love watching them meet their goals and building confidence!
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hey everyone! Im leaving early. Got to get a few things done. Nice chatting with you
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A4: rounds r easier & effective than centers. Kids read to self, to someone, write, listen to reading, wrk on words
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Constant monitoring is important!
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We read all the time! It's just they don't always get to choose their books
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I know! & I have no doubt that you are good at it,
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Some choice is good, but it can't happen all the time. :)
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A2: Tier 2 Ss need all of the components especially the phonics and phonemic awareness so they can comprehend
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what's teacher's college?
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A5:: I see my 5th graders and ELLs struggle with decoding which affects everything else!
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A5: With a balanced approach (understanding the whole picture), teachers can identify strengths and weaknesses + go from there.
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A5: Tier 2 Ss are the at risk Ss who need the balanced approach on a consistent basis.
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It is similar to the GR + Daily 5 model, but much more intensive. Data shows that students show growth!
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A5: Speaking of Tier II, district needs to focus more on its attention on RTI.
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A5: Many students can slip through the cracks without a strong RTI program.
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Yes. My friend who is a skill specialist showed me proof that it works + students love it.
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I'll have to check it out!Thanks!
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Still on the fence on it. Slowly becoming accustomed to it.
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A6: YES! YES! YES! YES! YES! YES! YES! YES! Build that foundation!
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No problem. A simple Google search will bring it and a lot of videos are available for it.
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Excited to see it when it comes to my school.
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This comes from the teacher education programs. Not a lot of focus on phonics, fluency, etc.
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This is where support from experienced effective teachers and coaches comes in.
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Coaches need to show that to assist students who are at risk, all areas need to be addressed.
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Thank you as always for a great chat! Join us next week for When Should Small Groups vs. Cooperative Learning Groups be used
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