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Materials are an issue. I'm in a first-grade classroom and we are doing the book clubs. We are having a hard time finding books for lower level readers (C). This takes a lot of time on the teacher's part! We will try to order books for next year depending on the budget.

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I have been working in 5th grade during their Argument and Advocacy reading unit. I have been planning with the grade level and then co-teaching lessons with one teacher, looking at student work together, developing additional scaffolds and supports to help some of her IEP and EL students. We have been using exit tickets to determine small groups.

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I am working with the first grade team to discuss challenges and areas of strength in the reading, writing, and phonics blocks. I am able to sit in, plan and teach in one specific classroom as well as collaborate with the team during the planning block.

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Looking at co-teaching models in Reader's Workshop. Using co-planning time to support the different co-teaching models. I am trying to observe our work from co-planning in the classroom the 5th grade classroom.

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I am in a grade 2 Reader's Workshop classroom. I have been planning, co-teaching, and conferring with students as well as helping the teacher with some students' behavioral challenges. We will move to implementing small group instruction next week.

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I'm working wtih a grade 4 teacher.  the past few weeks have been busy with data chats and other meetings, but I am trying to get in there at least 1x/week.  The focus is on supporting her in the implementation of a unit that is newly being taught in Spanish - historical fiction book clubs.  We are navigating the unit together and figuring out how best to support our language learners of a wide range of reading levels in accessing the genre concepts and texts they are reading.

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I have been working in a fourth grade classroom during the Traditional Literature Unit. I co-plan with this teacher weekly and then co-teach 2-3 times per week. During the reading block we parallel teach the mini lesson (usually with one larger group and one smaller group) and then move into stations. In the first round of stations I have been working with one small group on vocabulary within Traditional Literature and then I conference during the other block. We meet before school to talk through that days plan.

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I'm working with a 5th grade teacher with the argument and advocacy unit. We co-plan the unit as a grade level, and then I have been in her room both observing and co-teaching the lesson, pulling small groups, and reflecting on the work (teacher's and students').

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I have been working in a Kindergarten classroom twice a week.  Right now I have been teaching and observing the mini-lesson.  We have both been working on using butterfly conferences.  The teacher and I are meeting once a week to plan and discuss.

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I am working with a co-teaching team in 4th grade.

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I am in a grade 1 classroom for RW 3 days a week. We also meet once a week to plan and debrief.

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I have learned:
1. We need more folktale books for unit.
2. If you teach a mini lesson, it is challenging when students go right on iReady.
3. It is challenging to confer and have small groups when you have many students who are misbehaved or struggle to read and work independently.
4. Each grade 2 teacher, although sticking to priority standards, are teaching the lessons differently since it is an IF Then and there hasn't been any scheduled common planning times (we moved to PLC's)
5. My schedule only allows for 2-3x at the most to be in a classroom from 9:30-10:30.

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I have definitely learned that the RW block in 5th grade is not long enough to allow students to truly gain traction with their research given the structure that the team decided to use - they uploaded all research articles and videos onto a Canvas course, so students are doing all reading/research online.  Setting up chromebooks, logging on, identifying articles to read and dealing with tech issues related to blocked videos all reduce the actual reading/research time the students have.
I have also gotten a real sense of the rigor that is embedded in these 5th grade units and how perfectly matched the reading and writing has been for this unit.

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There's a lot going on right now. I have a long list of things to coach the teacher on. We're starting with small group instruction but it means turning a blind eye to other things...

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The teacher provided multiple anchor charts to support the learning. I wonder if these charts are co-authored with the students during the lessons. Are the students using these charts as reference tools?

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One thing I have learned from meeting with teachers  is that our 4th grade teachers do not have the appropriate reading materials for students at their reading level for the Lucy units.  The books provided are for higher readers.

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I am learning that teachers ask me for materials but they also communicate well with each other to share resources and bins of books. Some teachers are new to the grade level and do not have as much as others but they all seem to work well together to 'get what they need'. In re: to Fundations, some teachers are finding they can't teach this whole group. Wiritng- teachers feel like LC moves to fast and doesn't stick with a topic...

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Grade 2 SEI Integration teachers (1 with 14 newcomers, 1 with 2, and 1 with 1) are finding it challenging to meet the language development and content needs of students and struggle to use sheltering strategies.

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My Kindergarten classrooms need more books in their classroom libraries. They are using many black and white books printed from Raz-Plus, but this aren't supportive enough for K readers. I'm also really learning about the importance of book selection for the modeling/AE portions of the lessons.

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He does iready at another time but there are a lot of things that eat into his time. Iready, library, speech push in. This can make the pacing of the curriculum challenging.

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Books matter. The mentor texts, the texts we have for students. That is our biggest challenge and thing we would change for the argument and advocacy unit. It was also hard with the amount that they were reading for research to continue to read books they love.

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I'm learning that co-teaching requires a lot of planning. We have emphasized co-teaching over the last two years but we don't necessarily have the structures to support it. Teachers are asked to co-teach in multiple rooms which means they need to check in with multiple teachers everyday. I am not sure the structure allows for that right now. I'm also learning that we are putting a lot into our reading blocks. With strategy groups, guided reading, conferencing and i-Ready it is hard to balance it all. We decide to find alternative time to have students meet their i-Ready minutes (outside of reading) and we found that it's allowed for more independent reading and conferencing to happen.

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We're just getting started with the unit, but this unit is similar to others in that it requires breaking down the lessons, spreading them across more than one day often, embedding language and concept development that is presumed.

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How can we incorporate more technology into K to support their learning?

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The grade 2 SEI Integration teachers need explicit support with how to meet the newcomer needs and provide grade level rigor and measure outcomes calibrated by proficiency level.

Silent, independent reading should come later for early ELs and their reading experience should provide strong, frequent experiences leveraging oral language as the gateway to the written word.

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Teachers are wondering about the amount of writing that is happening vertically - ie. first grade has found that students are not writing as much as years past and K states the same- 3-4-5 notices this in students' open responses and why...

Teachers want to know about materials for next year and specifically to support new units as well as Fundations (boards mag.)

Teachers want to know how it is possible to fit it all in...the scope online does not match what is happening in front of them. They feel as though LC can be streamlined but what is ok to do- for example, how muc to stray away from the langauge of LC to get the job done. Teachers go back to the standard and ask what is the big idea and where are atudents supposed to end up...(does that make sense?).

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I am wondering about the connection to the instructional iReady path and Calkin's units and how it takes students from reading books and actually implementing strategy from mini lesson. I am wondering about a separate time during literacy for "iReady" class in the lab v.s in workshop.

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My question relates to the balance between having students read digital texts and having them read on paper. Understanding the need for them to be able to effectively comprehend a digital text, annotate/note take in some way to support comprehension, it has also become clear that these are skills that need to be explicitly taught in a more directed way in order to allow the students to be successful in this unit and beyond.

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I am also wondering about the IF Then units and mapping out the units so there is consistency across classrooms. I realize that most schools have common planning or collaboration but Potter has PLC's driven by teachers (not for unit planning)

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What are some changes to the unit we can make for next year to make this work more successful while also continuing to build a "readerly life" and also continue to integrate these units with our IB units

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I'm wondering what we should prioritize during the Reader's Workshop block. What are the must haves? I'm also wondering how we can support the Traditional Literature Units in grades 3-5 with more resources? I'm also wondering how we can create co-teaching models/structures that allow teachers to collaborate daily about each lesson outside of co-planning.

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Co-planning the unit and helping a new teacher develop strategies for all aspects of literacy instruction is challenging. It's hard to hone in on just one area without completely monopolizing her time.

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If we want our ELs to develop a readerly life, how can we be sure that we are providing context-rich, rigorous, & relevant reading experiences?

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One hour block is perfect for second grade workshop. By starting with the read aloud and mini lesson, students have time for reading, jotting, and share.

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Are the resources culturally relevant to our students, and how can we integrate additional resources in order to help all of our students (not just ELs) build their background knowledge for some of these units (and the exemplars which Lucy uses)

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I'm wondering if at other schools teachers in grades 4 and 5 find it challenging to balance the unit instruction with continuing to provide enough time for indepedent reading and foster engagement with reading.  This is especially a challenge for reading in Spanish.

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I am seeing several comments about co-teaching models being done and am wondering what PD staff has been given to implement a successful co-teaching model?

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A lot is required of the teachers. Planning/modifying the minilessons with the standards in mind, gathering the materials and planning groups for all students. It's important that they do this work but it's also important that we recognize how much work it is!

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-Density of the work
-Demands- realizing the demand of a teacher- are we giving them the structures/space to do the work they need to do for kids
-Learning how kids are taking in the curriculum- what's working/what needs to be adjusted for kids

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You can note your observations below...

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how is it fitting in for teachers

What do we need to fit in to have our readers be successful? What does "Fit it" mean?

How much time are students spending on assessments?

We need to consider language development in this research...

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Growth numbers from last year- comparison between growth numbers in schools with instructional component vs. those that just used the diagnostic last year...

Wonders about K involvement...

What is the role of the iReady instructional component- is it supporting our kids enough?