{"content":{"sharePage":{"page":0,"digests":[{"id":"8295610","dateCreated":"1231854771","smartDate":"Jan 13, 2009","userCreated":{"username":"jennifersteirer","url":"https:\/\/www.wikispaces.com\/user\/view\/jennifersteirer","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8295610"},"dateDigested":1532173937,"startDate":null,"sharedType":"discussion","title":"Math","description":"Laurie Paulson and I have discussed an issue we are currently seeing in math. Students have great difficutly conceptualizing how decimals and fractions are related and that their purpose is to show parts of wholes. We find that they tend to memorize formulas and lack the true understanding of the related concepts, even after use of manipulatives. Does anyone have any ideas on how we can make this concrete for our students?","replyPages":[{"page":0,"digests":[{"id":"8334352","body":"Maybe these sites may provide some suggestions...
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\nhttp:\/\/www.uen.org\/Lessonplan\/preview?LPid=15230<\/a>
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\nhttp:\/\/www.nylearns.org\/content\/view_content.asp?ContentID=11593<\/a>
\n
\nhttp:\/\/www.create.cett.msstate.edu\/create\/classroom\/lplan_view.asp?articleID=123<\/a>
\n
\nhttp:\/\/ims.ode.state.oh.us\/ODE\/IMS\/Lessons\/Content\/CMA_LP_S01_BB_L05_I02_01.pdf<\/a>
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\nhttp:\/\/www.deltastate.edu\/docs\/math\/D%20Curtis%20LP2.pdf<\/a>","dateCreated":"1231953535","smartDate":"Jan 14, 2009","userCreated":{"username":"jdeegan","url":"https:\/\/www.wikispaces.com\/user\/view\/jdeegan","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221147591\/jdeegan-lg.jpg"}},{"id":"8334478","body":"and this link to an explanation of Concrete-Representational-Abstract instructional approach...
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\nhttp:\/\/www.k8accesscenter.org\/training_resources\/CRA_Instructional_Approach.asp<\/a>","dateCreated":"1231953724","smartDate":"Jan 14, 2009","userCreated":{"username":"jdeegan","url":"https:\/\/www.wikispaces.com\/user\/view\/jdeegan","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221147591\/jdeegan-lg.jpg"}}],"more":0}]},{"id":"8295374","dateCreated":"1231854084","smartDate":"Jan 13, 2009","userCreated":{"username":"vgazzana","url":"https:\/\/www.wikispaces.com\/user\/view\/vgazzana","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1231854354\/vgazzana-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8295374"},"dateDigested":1532173937,"startDate":null,"sharedType":"discussion","title":"flex grouping","description":"How are grade levels managing their flex grouping?","replyPages":[{"page":0,"digests":[{"id":"8295826","body":"I was just at a meeting about COMPASS learning. It was interesting to hear teachers give positive feedback in using this program with regard to flex-grouping\/ differention. I look forward to previewing more of the compass program and learning more about this.","dateCreated":"1231855375","smartDate":"Jan 13, 2009","userCreated":{"username":"jennifersteirer","url":"https:\/\/www.wikispaces.com\/user\/view\/jennifersteirer","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8299018","body":"I was part of a team 10 years ago-when I was a classroom teacher-and we had flex grouping. Not all of us but about 5 teachers-small numbers work well. Work to your strength when flex grouping-and again, start slowly and add to it. You'll have less preps in the end which is very nice.","dateCreated":"1231860898","smartDate":"Jan 13, 2009","userCreated":{"username":"bonniemims","url":"https:\/\/www.wikispaces.com\/user\/view\/bonniemims","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8334932","body":"I'll place a powerpoint in the Assessment & Instruction folder on the ES teacher drive.
\nThis PowerPoint summarizes the flex grouping I did with writing. I'll try and locate the paper that goes along with the PowerPoint.","dateCreated":"1231954396","smartDate":"Jan 14, 2009","userCreated":{"username":"jdeegan","url":"https:\/\/www.wikispaces.com\/user\/view\/jdeegan","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221147591\/jdeegan-lg.jpg"}}],"more":0}]},{"id":"8295222","dateCreated":"1231853802","smartDate":"Jan 13, 2009","userCreated":{"username":"svteach5","url":"https:\/\/www.wikispaces.com\/user\/view\/svteach5","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1226524452\/svteach5-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8295222"},"dateDigested":1532173938,"startDate":null,"sharedType":"discussion","title":"Math","description":"The fifth grade is noticing difficulty with a true understanding of decimals and fractions and how they are related. Does anyone have suggestions for how to make this more concrete?","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"8294886","dateCreated":"1231853071","smartDate":"Jan 13, 2009","userCreated":{"username":"karenkemper","url":"https:\/\/www.wikispaces.com\/user\/view\/karenkemper","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1268403885\/karenkemper-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8294886"},"dateDigested":1532173938,"startDate":null,"sharedType":"discussion","title":"lower level reading passages","description":"Hello,
\nI would like to get a few lower level (meaning 3rd or 4th grade level) reading passages with comprehension questions for a couple of my struggling students. Does anyone have a book I can get copies from?","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"8221888","dateCreated":"1231528391","smartDate":"Jan 9, 2009","userCreated":{"username":"vgazzana","url":"https:\/\/www.wikispaces.com\/user\/view\/vgazzana","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1231854354\/vgazzana-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8221888"},"dateDigested":1532173938,"startDate":null,"sharedType":"discussion","title":"Comprehension difficulties","description":"I know a student has a difficult time with comprehension when they have trouble: (1)retelling the passage or story orally or through a written response where specific supporting details are missing or unclear, (2)completing a graphic organizer for story elements such as: sequence of events, plot, compare and contrast, cause and effect..., or (3) unable to answer literal questions and\/or struggle with inferencial questions.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"8211136","dateCreated":"1231514240","smartDate":"Jan 9, 2009","userCreated":{"username":"jennifersteirer","url":"https:\/\/www.wikispaces.com\/user\/view\/jennifersteirer","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8211136"},"dateDigested":1532173938,"startDate":null,"sharedType":"discussion","title":"Comprehension: Difficulties and Interventions","description":"A student with reading difficulties does not consistently achieve proficient levels of understanding passages or text. Poor reading comprehension could mean a child could have a language problem. Reading difficulties could also indicate that the foundational skills of reading have not become automatic yet, or the reader is unable to decode written words. Educators must be able to assess and diagnose the specific problem(s) that is\/are preventing a reader from comprehending, and then implement the appropriate instructional strategies based on the diagnosis. The intervention needs to match the specific difficulty the reader is having. For example, if a reader is having trouble comprehending non-fiction text, one strategy that could be used would be PR2 (Preview, Read, Recall). Students are guided into setting a purpose for reading and staying on track while reading. In the Preview phase, students are identifying headings and subtopics, key vocabulary terms, and study questions to be read before reading the selection. During the Read phase, students are guided into using metacognitive skills, and the Recall phase has students reviewing the material read.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"8067501","dateCreated":"1231009704","smartDate":"Jan 3, 2009","userCreated":{"username":"caroltavormina","url":"https:\/\/www.wikispaces.com\/user\/view\/caroltavormina","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8067501"},"dateDigested":1532173938,"startDate":null,"sharedType":"discussion","title":"Comprehension Difficulties","description":"I know a child has a comprehension problem from looking at many sources of data such as 4-sight, quarterly tests, selection tests, but also mainly from observations in class discussions of literature in small groups. By 4th grade, fluency and poor word attack skills are often ruled out, but not always. My first step is to read with the student one-on-one and to have him\/her retell the story and answer questions. Having a student read questions aloud and doing a "talk through" with me allows me to see where things are breaking down. I ask the student questions to see if they are aware of where and when their understanding starts to break down. Is it lack of back-ground knowledge, vocabulary difficulties, lack of understanding of the text structure, lack of time spent reading independently, difficulty with drawing conclusions or inferencing, and the list goes on and on. Often difficulties can be masked by lack of focus when reading independently or the lack of stamina. It takes a lot of detective work. Analyzing tests and putting that together with my one-on-one observations usually leads me to find a place to start an intervention.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"8054313","dateCreated":"1230858108","smartDate":"Jan 1, 2009","userCreated":{"username":"vorndran","url":"https:\/\/www.wikispaces.com\/user\/view\/vorndran","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/8054313"},"dateDigested":1532173938,"startDate":null,"sharedType":"discussion","title":"spelling games","description":"Does anyone have a list of spelling games or a website with spelling games?","replyPages":[{"page":0,"digests":[{"id":"8097707","body":"I have a book with pages of practice you can do with any unit of spelling. They are not games, but it is extra practice. I like to use the rainbow word page. I will dig it out for you to see.","dateCreated":"1231182279","smartDate":"Jan 5, 2009","userCreated":{"username":"NancyVasko","url":"https:\/\/www.wikispaces.com\/user\/view\/NancyVasko","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8108733","body":"I play a review game every Thursday. I try to play other game but they always ask for BUZZ. My class does not let me forget to play it. We try to get in two rounds. It is called Sparkle but in my room we call it BUZZ. The children are given a word and we go around and child says a letter (when it is their turn). Once the whole word is spelled correctly they say BUZZ and the next person sits down. I do not have a list spelling games but I do have a list of quick games that can be used for spelling or used during guided reading groups if anyone is interested. Diane I will share with you tomorrow.","dateCreated":"1231209266","smartDate":"Jan 5, 2009","userCreated":{"username":"jenniferburkholder","url":"https:\/\/www.wikispaces.com\/user\/view\/jenniferburkholder","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1228512080\/jenniferburkholder-lg.jpg"}},{"id":"8241752","body":"Diane,
\nYou might try this website: http:\/\/kidsspell.com\/index.php<\/a>. You can create a custom list and save it. After you save it, you get a customized weblink. When you go to that link your spelling list appears along with 8 different games for the students. The weblink they provide is very long and I would add it to favorites for the students to use.
\nViv","dateCreated":"1231635697","smartDate":"Jan 10, 2009","userCreated":{"username":"demkov","url":"https:\/\/www.wikispaces.com\/user\/view\/demkov","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1226449461\/demkov-lg.jpg"}},{"id":"8331566","body":"http:\/\/www.spellingcity.com\/<\/a>
\n
\nfollow the above link for spelling lists and games...some elementary and middle school teachers are having success with this site.","dateCreated":"1231950438","smartDate":"Jan 14, 2009","userCreated":{"username":"jdeegan","url":"https:\/\/www.wikispaces.com\/user\/view\/jdeegan","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1221147591\/jdeegan-lg.jpg"}}],"more":0}]},{"id":"7923789","dateCreated":"1229623520","smartDate":"Dec 18, 2008","userCreated":{"username":"demkov","url":"https:\/\/www.wikispaces.com\/user\/view\/demkov","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1226449461\/demkov-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/7923789"},"dateDigested":1532173939,"startDate":null,"sharedType":"discussion","title":"Comprehension: Difficulties and Interventions","description":"Please respond to the following questions:
\n
\nHow do you know a student has comprehension difficulties? If the student does have comprehension difficulties what do you do next?","replyPages":[{"page":0,"digests":[{"id":"8294834","body":"When a child fails to meet standards on tests, writings, class reading activities, oral discussion questions etc. it indicates that there might be a need to intervene with some one on one help and progress monitor the student. By providing interventions, sometimes the student comes around, if not, further help may be needed. interventions may be teaching the child to skim for answers, to learn where answers to questions come from, to practice reading, to work on context clues, to work on monitoring and fix up strategies, and to read more.","dateCreated":"1231852900","smartDate":"Jan 13, 2009","userCreated":{"username":"karenkemper","url":"https:\/\/www.wikispaces.com\/user\/view\/karenkemper","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1268403885\/karenkemper-lg.jpg"}},{"id":"8295112","body":"To determine comprehension difficulties in a reader, one should first use an assessment tool (ie\/ running record, oral retelling) to establish wherein the specific problems lie.
\nAt the primary level, areas of difficulty may be with decoding, vocabulary development, language development, visual and\/or auditory processing, fluency or background knowledge.
\nOnce an instructor establishes the area(s) of difficulties, specific instruction can be directed toward developing those areas of weakness.
\nAccurate diagnosis can establish appropriate interventions.","dateCreated":"1231853564","smartDate":"Jan 13, 2009","userCreated":{"username":"ConniePiperato","url":"https:\/\/www.wikispaces.com\/user\/view\/ConniePiperato","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8297262","body":"Before low test scores are even noted, a teacher can often see comprehension issues in a student by simply watching his\/her behavior and approach to reading. That said, by doing a running record (issues with decoding, vocabulary?), evaluating responses to retelling or written responses (trouble with details, sequencing?), and asking questions after retelling (who, what, where, when, why?), a teacher may determine where the difficulty in comprehension lies. Once this is determined, the student needs to be re-taught\/supported in using skills and strategies. The teacher can choose the appropriate interventions to help the student succeed (work with high frequency words, sight words, phonics, vocabulary, pre-viewing, reviewing, graphic organizers, assigning additional and specific reading homework, etc.) If such interventions do not achieve the level of success desired, further testing of the student may be required, and a referral to Child Find may be necessary.","dateCreated":"1231858512","smartDate":"Jan 13, 2009","userCreated":{"username":"lucykennedy","url":"https:\/\/www.wikispaces.com\/user\/view\/lucykennedy","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8304174","body":"To identify a comprehension need I, as others have described, observe students in several areas. I analyze questions students have difficulty with on written tests to see if there are specific skills, question types, or test taking strategies that I can work on with the students. I also observe oral discussions during small and large group. I look at whether they appear to struggle with oral as well as written comprehension and to what degree. (i.e. finer details or main ideas?) Do they struggle with comprehending written passages they read independenlty, read orally together, and\/or oral conversations? Are they attending to the task in small and\/or large group? Since it is rare to find an isolated answer, I try different stategies that target the weak areas while building\/supporting strenghts.","dateCreated":"1231869657","smartDate":"Jan 13, 2009","userCreated":{"username":"DebLacey","url":"https:\/\/www.wikispaces.com\/user\/view\/DebLacey","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8305292","body":"A child shows he\/she is having difficulty with comprehension he\/she has trouble retelling the important parts of a story, either orally or on a story map. To provide the appropriate interventions, we must determine the area of weakness, whether it be fluency, decoding, building background, or vocabulary. Doing a running record and looking at the errors that were made is a good way to identify the underlying problem and then, the appropriate intervention. If a child spends too much time decoding, comprehension is lost, so it makes sense to work on fluency and high frequency words. If the child does not have enough background knowledge to understand a new concept or new vocabulary, then building that background is important. It is also important to know the level of instruction for the students. A child will not comprehend a story at a level that is too difficult, so instructing at a lower level may be an appropriate intervention.","dateCreated":"1231872076","smartDate":"Jan 13, 2009","userCreated":{"username":"AnnLeMaster","url":"https:\/\/www.wikispaces.com\/user\/view\/AnnLeMaster","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8306690","body":"Use the baseline data to get a feel for where the student is coming from. Kid watch in the first couple of days to see how much the child is participating in literary discussions, asking questions and remaining on task. Check fluency and if that is within the grade level standards then assess their understanding of the various story elements. If student demonstrates difficulty grasping a story element then revisit the concept. Continue to utilize various strategies to support mastery such as, graphic organizers, rereading, intro vocabulary, building backgroup, highlighting certain words, phrases, visual cues and oral retelling.","dateCreated":"1231874773","smartDate":"Jan 13, 2009","userCreated":{"username":"allisonkorner","url":"https:\/\/www.wikispaces.com\/user\/view\/allisonkorner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8309980","body":"Lindacastner re: Comprehension: Difficulties and Interventions
\n
\nIf a student is having comprehension difficulties he\/she is unable to answer questions about a story that was read. You should check running records to see what mistakes are being made-decoding\/vocabulary\/fluency. Unit selection tests will also show you the type of questions that were missed- Literal\/ Inferential\/Critical Analysis","dateCreated":"1231882185","smartDate":"Jan 13, 2009","userCreated":{"username":"Lindacastner","url":"https:\/\/www.wikispaces.com\/user\/view\/Lindacastner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8335068","body":"In order to determine if a student is struggling with comprehension, it is important to look at a variety of information. Beginning with collecting data on independent comprehension, along with verbal comprehension, can help to pinpoint the areas of need within comprehension. By looking at independent comprehension (baselines, quarterlies, etc.), we can collect an important piece of data on what the child can understand on their own without support. Then, during guided reading, I can often pinpoint which children have the most need when asking questions through guided comprehension.
\nOnce a student is identified as having a need in comprehension, I can then begin to look at what skills or concepts are most in need of reinforcement. Small groups can be formed based on need in each area, where I can then reinforce the skill. Also, I think it is really important to see if the reinforcements\/interventions are helping the student make progress. If not, it is necessary to relook at the cause of why the student is struggling or look into another type of intervention.","dateCreated":"1231954514","smartDate":"Jan 14, 2009","userCreated":{"username":"JenniferToth","url":"https:\/\/www.wikispaces.com\/user\/view\/JenniferToth","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1226611043\/JenniferToth-lg.jpg"}},{"id":"8342296","body":"I can tell that a student is having conprehension difficulties when they are unable to answer questions based on what they have just read or heard. In my classroom a lot of the comprehension difficulties are due to the amount of effort the students are spending on decoding. My students are not very fluent readers and they are spending so much of their brain space and energy decoding the words there is simply no room for comprehension. I work with my students are their decoding skills in order to help them become more fluent readers and thus be able to attend to what they are reading. If I read a story out loud and a student is still unable to comprehend what they heard I will do things like structured picture walks, previewing new vocabulary words and telling them what iformation I want them to listen for.","dateCreated":"1231963943","smartDate":"Jan 14, 2009","userCreated":{"username":"jasmineforeman","url":"https:\/\/www.wikispaces.com\/user\/view\/jasmineforeman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8360694","body":"A child shows difficulty in comprehension when they are unable to answer simple questions on a story or short passage. Tied into that would also be the inability to sequence the story correctly. To help the child, I would use picture cards for the story retell, give the child various opportunities to hear the story such as CD, and seek out websites that would give the child extra practice in comprehension.","dateCreated":"1232026292","smartDate":"Jan 15, 2009","userCreated":{"username":"JeanRuhf","url":"https:\/\/www.wikispaces.com\/user\/view\/JeanRuhf","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8360724","body":"If a child is experiencing difficulty with comprehension I will pinpoint his or her area of concern and then address it. Running records, retelling a story that has been recently read,being able to identify main idea, characters, setting and plot are all part of comprehension. By keying in on specific skills and having a strong network of parent support, the child's level of expertise in those areas will improve.","dateCreated":"1232026376","smartDate":"Jan 15, 2009","userCreated":{"username":"EdwardK1","url":"https:\/\/www.wikispaces.com\/user\/view\/EdwardK1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"8492168","body":"They have difficulty with oral retelling and sequence of events. We teach them on their instructional level, use picture cues, and verbal prompts, and positive reinforcement to make the student feel success.","dateCreated":"1232545335","smartDate":"Jan 21, 2009","userCreated":{"username":"judithgrella","url":"https:\/\/www.wikispaces.com\/user\/view\/judithgrella","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":43}]},{"id":"7685113","dateCreated":"1228882580","smartDate":"Dec 9, 2008","userCreated":{"username":"StephLaudenslager","url":"https:\/\/www.wikispaces.com\/user\/view\/StephLaudenslager","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1228881874\/StephLaudenslager-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/svesprofessionaldevelopment.wikispaces.com\/share\/view\/7685113"},"dateDigested":1532173940,"startDate":null,"sharedType":"discussion","title":"Reader Response Sample","description":"This is a link to a comprehension exercise that I found on the internet. Although it is only relative to a third grade Scott Foresman anthology story, it is an example of a reader response format that I have been utilizing in my leveled guided reading groups. I like how it requires the student to evaluate his or her own responses before submitting their work to me.
\n
\nhttp:\/\/classroom.jc-schools.net\/waltkek\/Pushing_Up_the_Sky_response.doc<\/a>","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}