Congratulations Diana!#G2Great

However, beware of the child who has a great memory for text. A rr on the 2nd reading can be deceiving. #G2Great

A3: We should look at a series of RRs to note changes over time. #G2Great

A4.Analyze their errors and word solving. What part(s) of the word do they attend to and what parts do they ignore? #G2Great

A4.Some children may know the skill during word study but don’t transfer the skill when reading continuous text.#G2Great

A4.Phonics learning doesn’t stick unless kids apply it to reading continuous text.#G2Great

A5.You must record the Tolds and then ask, Why did I tell the child the word?#G2Great

A5.Did I jump in and rescue the student before s/he had the opportunity to work?#G2Great

A5.Do I give a Told because I focused on accurate reading rather than processing?#G2Great

A6Obvious signs are stopping, checking the picture, rereading, and correcting.#G2Great

A6.Appealing is also a sign of monitoring (although we’d rather they don’t appeal.) #G2Great

A6.Also look for the less obvious signs and nonverbal cues such as pausing, facial expressions, sighs, and grunts.#G2Great

I like to watch their eyes.#G2Great.

Helping write the chapter on Tolds changed my teaching!#G2Great

A7.SC rates can be misleading if they aren't analyzed. Need to ask what caused the child to correct? #G2Great

A7.Reflect on T behaviors. Did my actions (grunts, expression, finger-tapping) initiate the SC?#G2Great

A7.If the ratio is higher than 1:4, ask, Is the child noticing the errors? Does S know what to do to fix them? #G2Great

A7.If the ratio is higher than 1:4, ask, Is the child ignoring errors? Teach student to monitor – R U right? #G2Great

A8.The goal is not perfection; it is direction.Analysis helps us take our next steps.#G2Great

A8 A critical goal for me is engaging conversations about RRs. Share this chat. Share this book. Share your learning. Until we honor the WHY of RR, they will be doomed to become a futile act of compliance. Let’s not let that happen! #G2Great