Gretchen has a question:
I’ve also found my teaching to be totally transformed from this PLC and learning from Ben & Tina. I do have a question, although I’m not sure about the best place to ask it.
I have a some what unusual situation in that I taught the first 6 weeks of the school year in a relatively affluent school in our district and then switched to a high-poverty school. I have found the Invisibles and other NT CI to be really effective in both places and am very pleased with my students’ level of comprehension and the classroom community.
However, I find myself at a loss when it comes to writing. My students at the high-poverty school are writing, after 12 weeks of instruction, at a much lower level than my students at the affluent school did after just 6 weeks. We did some story-retell modeling today and I gave them a couple of key words and sentence starters before the free write and saw a little bit of improvement but, beyond that, I’m not sure how I can help their high level of aural comprehension result in the better writing. I know, also, that my colleagues are going to be looking for the students to be able to speak (at least somewhat) at the end of the year and, although, I have not started asking students for oral output yet, I’m already stressed and unsure about how that will go and if it will be similarly challenging as when I ask for written output.
Does anyone have any ideas, thoughts or advice? I’m very grateful for whatever insight people might have.
Admins don’t actually read the research. They don’t have time. If or when they do read it, they do not really grasp it. How could