Dawn Paz

[Dawn Paz @dawnpaz1]

@SoLInTheWild This is so true. It’s not always easy to explain to people who don’t teach students every day that if someone is “doing” said technique, they might not be “doing” anything meaningful. It’s more than a checklist of steps. The conditions matter.

[Dawn Paz @dawnpaz1]

@smorrisey @amypento Jealous. I am reworking what we have to use. Not enough practice, not in the right sequence. And taking forever. The first week went great though. It’s keeping up and trying to make sure I get it right…

[Dawn Paz @dawnpaz1]

@amypento @smorrisey Yes - and resources from Craig Barton. I wish I was teaching 4th grade with them. They’re 3rd and 5th. That would be amazing!

[Dawn Paz @dawnpaz1]

@smorrisey @amypento You’ll be fired up!

[Dawn Paz @dawnpaz1]

@amypento @smorrisey How could I forget? That episode is a gem. It’s happening in so many places. It was refreshing to hear that others are still trying in spite of the massive obstacles.

[Dawn Paz @dawnpaz1]

@amypento @smorrisey Without re-listening on the spot…was it that interest was “superficial at best” and’s we “never had another conversation about it” that you’re referring to? It’s sad that this is the case. We can do better.

[Dawn Paz @dawnpaz1]

@smorrisey Just purchased on your recommendation. Can’t wait to read it!

[AJ Pettway @AJPettway1]

@smorrisey’s Word Mapping Project is incredible. Give a listen to what vocabulary instruction can be like when it’s deliberate and integrated with other instructional goals.

I loved the anecdote about the 1st grader who “concurred” with another student after the teacher had been using the word in her own vocabulary when speaking about agreeing.

My takeaway: vocab instruction is complex but not complicated and having tools like the Word MappIng Project makes the job of building knowledge with vocabulary easier for teachers.

[Jen @jenteach13]

Nobody talks about the student who came ready to learn, sat through the disruption, said nothing, and fell further behind while every adult in the building focused on the one who made the most noise. She is still waiting for someone to notice she was there, too.

[beanie0597_2.0 @0Beanie05923291]

I was listening to a couple of middle school teachers last night share about their success with Reading Reconsidered. Their faces lit up when they talked about the improvements in their students’ vocabulary, fluency, writing, and attendance. Yes, attendance.

They said that the students loved the books being read and taught in class so much that they didn’t want to miss a day. Their classes were full even on the last day of school because they were finishing their final book and the students didn’t want to miss the ending.

Who would have guessed? When schools provide meaningful content, effective instruction, and quality literature, students will know and appreciate it, and will make the effort to attend. Wonder of wonders.

[Dawn Paz @dawnpaz1]

@smorrisey Can’t wait to listen!

[Dawn Paz @dawnpaz1]

@smorrisey @tetheredtoed1 It was a fun day! The kids were so proud and still talk about your visit. Your work has made a huge difference, and I am grateful to have a curriculum I can use as is. It’s been a lifesaver.

[Dawn Paz @dawnpaz1]

manual labor and in the novel we’re reading, Ada found a manual that showed her how to put a bridle on a pony. This is the beauty of building language throughout the day. We learned it at 9 am and applied it at 11 am and 2 pm. Thank you @smorrisey for your work!

[Dawn Paz @dawnpaz1]

Today’s Word Mapping Project nugget from grade 4. We learned the morpheme “man” means hand. One of the words we discussed was manual - done by hand or a book that puts guidance in your hands. Students immediately applied it to two areas of study. The Erie Canal was made with…

[Sean Morrisey @smorrisey]

Unpopular opinion: We would get better reading outcomes by skipping fall benchmark assessments for first graders and up. Here me out. Most school districts get benchmark testing all wrong. The assessment team and the reading interventionists are one and the same. So students don't receive intervention until all the fall benchmark testing gets completed. Then the testing/intervention team spend days pouring over the data and setting up groups. In many schools intervention begins way too late (5 weeks or more after the school year starts). Why not just start on day #2 of the school year, seriously. Spring to Fall data doesn't generally change much. Please don't come after me about regression. Yes, some students may regress more than others, but I wonder how many schools and districts actually analyze spring to fall data by rank ordering students based on need. I've done this and generally nothing changes. There is so much opportunity cost to delaying intervention. Just look at spring data. If you want to look at yearly growth look at spring to spring data. This is as good or even better measure than fall to spring data.

[Dawn Paz @dawnpaz1]

@SoLInTheWild I love this. You’re right. I told my 4th graders to compare the end of the year to the last 10 minutes doing something you love - video game, hanging out, etc. Your parent says you have 10 min. left, do you stop early? No way - you use every second you can and wish you had more!

[Dawn Paz @dawnpaz1]

@brian_poncy @SoLInTheWild @TheWritingRevol Agreed! I started facts on fire in the second half of the year. It spread to my grade level team at 4th grade and then to third and second! I can’t wait to see what happens when I get these students in the future. My kids are so much more confident in computation overall.

[Zach Groshell @MrZachG]

Education increasingly operates under a compensatory logic: every deficit in civil society becomes schools’ responsibility. Children are not playing enough, so schools must provide play. They are not socializing enough, so schools must provide socialization.

[Dawn Paz @dawnpaz1]

@SoLInTheWild @TheWritingRevol You trained them in how to think as well as how to write. Although it would be much better if they continued receiving this type of instruction, you set a solid foundation. Students experienced success, and some of them will carry the skills with them. Word spreads too!