2. How do you currently assess your students in phonics? What might you change based on reading with Wiley?
3. How have you grown as a teacher through reading and interating with a Fresh Look at Phonics?
1. Comment on the following. "Teacher expertise and attitudes about various aspects of phonics instruction matter."
2. How do you currently assess your students in phonics? What might you change based on reading with Wiley? 3. How have you grown as a teacher through reading and interating with a Fresh Look at Phonics?
3 Comments
1. Why is review and repetition so important when it comes to phonics instruction?
2.How do you apply your phonics instruction to real reading and writing experiences? Or how will this change due to your reading with Wiley? 3. What types of materials do you use for your phonics instruction? What materials do you feel you need to add to your instructional routine? 4. Why is the appropriate use of the gradual release of responsibility model so important? 5. What do you do to assist in transition times so to not lose precious instructional time? 1. Comment on the following. "when phonics instruction fails, it often does so because it is rote, unthinking, and not applied to real reading and writing experiences."
2. How do you teach high frequency words in your classroom? How might it change based on our reading? 3. Comment on the following. "A variety of texts is needed in early reading instruction, each with a specific purpose. One type of text cannot meet all the reading demands of our early readers." 4. How do you/have you, as an educator, enhanced your knowledge of phonics and linguistics? (Other than participating in this book study!!) Success 1: How do you focus on the "power skills" in your classroom?
Success 2: How do you ensure that your students are not just taught in an exposure method but to mastery? Success 3: Why should blending be such a significant part of early phonics instruction? Success 4: Comment on the following quote. " The benefit of dictation is that it can accelerate students' use of taught phonics skills in their writing. What changes or improvements will you make to your instruction based on what you have read so far? Epilogue Questions:
Share how this book study has shifted your thinking and how your students have been responding to a meaningfully "mistake-friendly" teacher. What have you been sharing with colleagues about this text and how have they responded? What do you hope to shift in the future regarding a culture of mistakes in your classroom? Essays 6 & 7 Questions:
What are some Thomassons that are maintained in your school/district? How are you thinking of re-approaching them? As a result of this book study, how have you been creating a mistake-welcoming classroom culture? What lesson ideas have you tried and how did students respond? Essay 5 Questions:
How do you see yourself using Figure 5-1 to support your work with students? In what ways does Figure 5-3 guide how you address mistakes and conversations with students? How do you see yourself (and your colleagues) implementing some of Cruz's thoughts in the "Reducing the Chance of Mistakes to Almost Zero" section? How can understanding our own fears help us help students overcome their fear?
Essay 2 questions: Do you agree with what Cruz says about how teachers approach learning mistakes and behavioral mistakes? What are the consequences in classrooms for treating them differently, according to Cruz?
Have you been trained in Restorative Practices? If so, share how they have worked for you. How are you responding to Cruz's "Possible Protocol for Responding to Student Error"? Essay 3 questions: One of the reasons we chose this book is to support teachers in these continued difficult times. Take the Self-Care Self-Assessment (Figure 3-3) on p. 39. What are ways that you are intentionally practicing self-care that you can share with colleagues? What are the positive effects of doing this important work? What ideas from the chapter to support teacher self-care resonate with you? How can you support your colleagues in taking care of themselves as well? Introduction -
While we may talk a lot about mistakes being okay to make with our students, what is our (honest) opinion about making mistakes ourselves? How honest are we being with our students when we say this? After reading the introduction, what new thoughts do you have about making mistakes? Chapter 1 - How have you responded to the different types of mistakes (Figure 1.1, p. 4) that you and your students make? For me, I know that if I make a sloppy mistake, I wish for grace from parents or colleagues, but might not offer that same grace to my students, for the sake of "teaching correct conventions." What are some insights you have developed from reading the "Acknowledging Impact" and "Shift from Blame to Action" Figures (p. 7, 13)? |