A3: Texts should be slightly above the reading level of most students, highly engaging, and also have opportunities to work through tricky spots together with students. #KellerLiteracy

A5: I’m going to focus on picking engaging and intentional books, and using more open ended prompts to guide my students’ discussion. #KellerLiteracy

Hey everyone! Sarah Carroll, 2nd grade teacher at LSES #kellerliteracy

A1: Readers must read to get better! They must practice daily and engaging, voluminous reading is the way they will grow. #KellerLiteracy

A2: Talking to students about books I read for both professional and pleasure purposes. Keeping a running list of the book I’m currently reading like one example in this chapter. #KellerLiteracy

A4: Finding a series that hooks a child’s interest will help them read a higher volume of books, and in turn help them grow into a better reader. Books that interest the child is key, and series are a great way to keep them interested! #KellerLiteracy

Hi there! Sarah Carroll, second grade teacher at Lone Star #Kellerliteracy

A1: “Reading that happens in these groups serves as a dress rehearsal...” (P. 79) This is the chance for students to practice and show us what they know before independent reading #Kellerliteracy

A2: Conv. GR can lead to students who depend on the teacher to give them strategies and solutions when reading gets tricky. Students might rely on teachers for answers instead of problem solving on their own. #KellerLiteracy

A3: Teacher language would be a giveaway- is it more specific or guided and open ended? Amount of student reading would also be a big clue. #Kellerliteracy

Sarah Carroll, second grade teacher at LSES. I’m tweeting from the beach this week with spotty service so I apologize for any delayed responses! #KellerLiteracy

A2: RA, SR, and GR must all be in place in order for students to be successful during IR. If these components are missing or weak, students will flounder when reading on their own! #KellerLiteracy

A3: Next Gen IR looks like students reading a variety of self selected texts, conversational conferences, and high engagement. Students are learning to love to read. #KellerLiteracy

A4: My goal is to expose my students to a wider variety of texts like the first point on p. 126 suggests. I plan on subscribing to a few magazines to help with this and also bring in cookbooks, coffee table books and how to books. #KellerLiteracy

Sarah Carroll, Lone Star #KellerLiteracy

A1: Running record data gives me a good starting point with a child’s reading level, but can be limiting as it only includes info about level and fluency, and about that particular text. #KellerLiteracy

A2: the ARR gives more in depth info about each kiddo, and helps us see the whole picture #KellerLiteracy

A3: Using assessment as a tool to help us learn more about our students changes how we view assessment. We should be continually learning more about our kiddos and changing instruction to reflect that. #Kellerliteracy

Convocation 2018 with these sweet ladies! #theplacetobe

Loving lunch with these ladies! Missing you, Jamie smith! #LSEtheplacetobe