• Christine

Great fluency practice

  • Gina

Only for Sets 1-5. The shared reading books are actual trade books.

  • Joe

Absolutely, Linda!

  • Lisa Borah-Geller

Lynda, the students need to be at GRL J to switch from hybrid books to trade books.

  • Lynda Dixon

thank you

  • Sue Wilder

Once again, we've created a program that teachers can teach with and learn from. (LR quote:)

  • Rachel

ties in so well to BAW. Makes me think about the lesson for 1st grade in Napa and the little boy who "couldn't write and needed support". This would have been great for both teacher and student. Pg. 67 of preview book

  • Christine

Sue!

  • Lisa Borah-Geller

Lynda, yes all the K books in the default package are hybrid for small-group reading.

  • Ann Leon

I’ll have to remember the LR quote. Thanks Sue!

  • Sue Wilder

Thank Linda:)

  • Christine

LOL Sue

  • Lynda Dixon

so we are saying that K and 1 will use Hybrid….and perhaps beginning of 2

  • Linda

It’s a Peter Brunn quote!!!

  • Melissa Tovaas

Yes, Rachel!

  • Lynda Dixon

yes

  • Sue Wilder

You say that, but I've only heard you say it so you get the credit.

  • Ginger

and there was a question earlier about what to do for 2nd grade beyond O...

  • Christine

Some students in grades K/1 will be in trade books depending on their level

  • Cathy Cooper-Stickney

What assessment are we using to determine student's GRL

  • Valerie

On the small group sequence. This is where we used the "hybrids". The grade 1 teacher gets a combination of "hybrids" and "leveled" books.

  • Gina

Ginger, I believe Lisa shared her thinking about that question. Lisa, might you add?

  • Christine

Thank you Linda

  • Gina

Cathy, we are not providing an assessment for GRL.

  • Lisa Borah-Geller

Ginger, I wrote a response earlier about students reading above level O.

  • Viewer 45

Thanks Linda!

  • Christine

veryhalpfullinda

  • Lisa Borah-Geller

Here is part of what I shared earlier for students reading above level O: • If a student’s reading level is far above the level of your highest reading group, place the student in your highest reading group to give him opportunities to participate in group discussions and to refine his fluency and comprehension skills. Have the student read books closer to his independent reading level on his own, and meet with him regularly to discuss and assess his comprehension.

  • Ginger

thanks, Lisa - I will look...

  • Cathy Cooper-Stickney

Thank you Gina

  • Ginger

Nice, lisa

  • patHandly

what are some examples of sample schedules for BAR, BAW, MMV?

  • Rachel

What does the placement for BAR look like?

  • Kathy King-Dickman

How will our suite of materials fit with the Daily Five?

  • Sandra McCartney

Common Core Standards alignment

  • Ginger

People wanting to use/buy just one part ...

  • Sue Wilder

I would add that even in the independent reading, its important to remember that just because a student can read the words in higher leveled text doesn't mean he/she should. It makes me so sad to see little kids walking trying to read texts for which they have no schema and can't possibly understand the depth of the storyline.

  • Melissa Tovaas

Are we offering the Shared Reading as a separate package?

  • patHandly

sorry, Gina, where did you say they were?

  • Rachel

Yes, Kathy. Daily 5 and Cafe come up a lot.

  • Cathy Cooper-Stickney

Scheduling of time is always a question from teachers.

  • Kristi Bacus

Well said, Sue

  • Christine

Thank you Sue!

  • Lynda Dixon

cost/

  • Marisa Ramirez Stukey

Yes, Sue!

  • patHandly

Thanks!

  • Kelly

Lynda, do you mean cost of each grade level?

  • Viewer 9

Scheduling and how it fits in the entire literacy block are most frequent questions.

  • Marisa Ramirez Stukey

How will this fit with RT/MTSS?

  • Kelly

mostly...

  • Kelly

:)

  • Ginger

and if so, price?

  • Kelly

we will send pricing around again

  • Ann Leon

Also Pat, there are two different schedules. pp. 38, 42, 44

  • Kelly

with the archive...

  • Ginger

thanks - didn't focus on piecemeal cost

  • Rachel

Whats a solid launch/training look like?

  • Ginger

Good question, Rachel!!!!

  • Kenni

I was thinking the same thing. Great question!

  • Rachel

...& how best support them throughout the year...and ongoing

  • Ann Leon

Yes, Rachel! Those are the big questions!

  • Christine

Love that process, Linda! Helps with making decisions about what is non negotiable and what they need to let go of!

  • Gina

Marisa, Valerie and I met about the very topic of RtI/MTSS and the front matter will have guidance and benchmarks to consider!

  • Gina

YES, what needs to go!

  • Becky

Linda that is true.

  • Christine

Only they can make those decisions.

  • Rachel

Yes Linda and such a need.

  • Lisa Borah-Geller

Good point, Sue! Also, we will be suggesting that the teachers place the students at their "independent" level for small-group instruction in Sets 6-12, rather than their "instructional" level. Our rationale is that the strategy work we are doing in small-group work is complex and the students often have to read chapters independently when we use chapter books in small-group reading.

  • Marisa Ramirez Stukey

Yes! So important as we navigate the various understandings of RTI/MTSS?

  • Gina

That is Linda’s fav!

  • Rachel

Often they are double dipping...or triple

  • Gina

Right, Marisa!

  • Christine

Love it - What is their purpose - that needs to drive decisions

  • Sue Wilder

That's so smart Lisa!

  • Rachel

the intention and purpose have not been taught and so they just did and continue to do. Check off

  • Ginger

Tracy, you are going to capture this rich chat, yes? Lots of meat in here!

  • Sue Wilder

Especially for NF text!

  • Kenni

Thanks, Sue. :)

  • Viewer 9

Great idea! Yes, those pages are very helpful!

  • Alice B

can you repeat those page numbers again to copy, Linda?

  • Rachel

This is that bigger shift needed. I find my territory doesn't value training. Shocker! Purchase and run mentality

  • Wendy Seger

It was interesting, hard work for the teachers. Linda helped them start these important conversations

  • Kelly

Thank you Gina!! Thank you for leading these learning sessions! Great to have Program Development team on these webinars...

  • Ann Leon

Linda, I appreciate what you shared. Teachers have to start to think about WHY they do what they do. That process will lead them to reflect on what needs to leave their already full plate.

  • Sue Wilder

Ditto, Kelly!

  • Kelly

and Valerie will be at our Annual Meeting in August..

  • Kenni

Purpose purposepurpose :)

  • Linda

Planning Instructional Time, Alice

  • Rachel

really do appreciate thes!

  • Rachel

thank you

  • Kristy

Thanks everyone!

  • Lynda Dixon

thanks everyone. I am sure there will be more questios

  • Lynda Dixon

questions

  • Lisa Borah-Geller

It was great to hear from everyone, today!

  • Joe

Thank you, Gina and Linda!

  • Wendy Seger

So helpful. Thanks!

  • Ann Leon

Thank you so much Gina and team!! Yay, Valerie, Kenni, and Lisa!!

  • Kenni

Ditto Lisa!

  • patHandly

This was a wonderfully helpful session. The chat entries were very helpful!

  • Marisa Ramirez Stukey

Thanks, all!

  • Rachel

go team!

join.me/cccwebinar

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