Janet RICHARDSON
@DoctorJanRich
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Joined August 2021
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
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A8.The goal is not perfection; it is direction.Analysis helps us take our next steps.#G2Great
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A7.If the ratio is higher than 1:4, ask, Is the child ignoring errors? Teach student to monitor – R U right? #G2Great
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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
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A7.Reflect on T behaviors. Did my actions (grunts, expression, finger-tapping) initiate the SC?#G2Great
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https://t.co/8AtZIpWhVu rates can be misleading if they aren't analyzed. Need to ask what caused the child to correct? #G2Great
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Helping write the chapter on Tolds changed my teaching!#G2Great
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A6.Also look for the less obvious signs and nonverbal cues such as pausing, facial expressions, sighs, and grunts.#G2Great
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A6.Appealing is also a sign of monitoring (although we’d rather they don’t appeal.) #G2Great
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A6Obvious signs are stopping, checking the picture, rereading, and correcting.#G2Great
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https://t.co/460dKw08Xk I give a Told because I focused on accurate reading rather than processing?#G2Great
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A5.Did I jump in and rescue the student before s/he had the opportunity to work?#G2Great
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https://t.co/IodbbJRJJK must record the Tolds and then ask, Why did I tell the child the word?#G2Great
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A4.Phonics learning doesn’t stick unless kids apply it to reading continuous text.#G2Great
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A4.Some children may know the skill during word study but don’t transfer the skill when reading continuous text.#G2Great
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A4.Analyze their errors and word solving. What part(s) of the word do they attend to and what parts do they ignore? #G2Great
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A3: We should look at a series of RRs to note changes over time. #G2Great
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However, beware of the child who has a great memory for text. A rr on the 2nd reading can be deceiving. #G2Great
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