Hello, thank you for all of this information! I really love these ideas! I was wondering when you pull small groups during IDR, do those students just have less or no IDR time that day? Also, are there no guided or independent comp reading tests? Unfortunately, my district requires these tests. What type of data do you take to record your students comprehension? For example, if you were teaching cause and effect would you have your students show they learned this skill by finding a cause and effect relationship in their self selected books and writing it on a sticky note? And what would you do if you had children that are unable to do these skills by themselves? I ask because I teach children with Autism and they sometimes have a hard time applying skills on their own. Do you focus more on reading strategies, reading skills, or both? I ask because if the students are going to apply the skill to their self-selected book they might have difficulty with finding examples of certain skills. For instance, what if the story or text they are reading doesn't provide good examples for comparing and contrasting? Also, do you ever have all of the students read the same article/book and fill out graphic organizers based on a reading skill? Or is that an activity you would do in small group? What kind of activities do you do when you pull a small group? Most schools I've worked in typically emphasize much written work such as filling out graphic organizers or answering comprehension questions with written responses, thus I am interested in learning what you would do instead in the reader's workshop model. Thank you so much for your time and wonderful ideas!
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