-How do we support students who did not master “breaking the code”?
I think exposure and practice is important to support students. These chapters provided a variety of activities which could be used with students.
-What did you learn in this chapter and how will you apply it to your instruction?
I enjoyed reading the section about the book Rosie Revere, Engineer on page 171. I found this interesting because I have read this book to my students. It was a monthly book provided to all classrooms. Some students did have a hard time with some of the words in the book. It was interesting how this section pointed out that tier two words are tier one words to some students. This may not always be obvious, especially when students are older.
The section on page 174 about academic vocabulary was good too. Before state tests, we always review and practice words which could be found in questions students will encounter. This is why it is important to review old state tests to give students exposure.
-Small group instruction is most useful for remediation. Do you incorporate these into your teaching? How could you?
I use small groups for everything because I teach special education across three grade levels. I use them for all areas of instruction. It's helpful because students can be provided exactly what they need.
-Name & Summarize (a few sentences) about the “other” chapter you read.
I read chapter 11 about pre-teaching vocabulary. It's important to spend time deciding which words to pre-teach.The semantic map examples were helpful. I think this could be used in lower levels as a group activity.