# data[].attributes.body
abigail.kasky@gmail.com

https://www.linkedin.com/in/abigail-kasky-1b8a7b72/

# data[].attributes.attachment_link.provider_name
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
About the Community | Erin Kent Consulting (EKC)

# data[].attributes.attachment_link.description
A few special gifts for signing up now: a strategy call with Erin Kent or an EKC Senior Strategist to get started using the EKC Community to support your current literacy initiatives; and 5 free spots in our live, virtual winter courses ($1495 value!)

# data[].attributes.attachment_link.provider_name
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.description
EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

# data[].attributes.body
Takeaways:

1. Wall stories

2. Flexibility in knowing where our kids are at

3. Nudging vs. Pushing

Two Things to try:

1. Partner retell

2. New materials

Wondering:

1. How does genre writing play into story workshop?

# data[].attributes.body
Provocations

Using Mentor Texts

Introducing other materials like dramatic-play, watercolors, blocks, chalk, playdoh, and sand

Our main take away is that story workshop can be a flexible time to get students to tell stories

# data[].attributes.body
Teacher stance: Asking questions, noticing stories happening, building a story culture, honoring stories happening in their play

Environment: Slowly combining materials to extend their play or story making, introduce loose parts slowly

# data[].attributes.body
3 (Take away) - Collaborative monthly stories, different types of invitations (language), different book options

2(things you will try right away) - modelling, an ongoing story workshop table at the free flow area

1(wondering) - more options to support ELL students, keeping in mind their mixed age groups

# data[].attributes.body
What ideas feel alive in your current spaces? (Connect)

What might you try, observe, or nudge tomorrow? (Extend)

What might be hard to let go of? (Challenge)

# data[].attributes.body
Connect: Dramatic play centers, building, any mark-making area, maker-space

Extend:

1. Seeing agency of our students and identifying the level of engagement, "noise", popularity, and happenings in each area.

2. Nudge or support wandering students to find something that interests them.

Challenge:

1. Number of students in the whole learning space vs. the number of learning centers/opportunities offered around the space.

2. Not enough TIME to set up the learning space and be intentional in planning and setting them out for students.

3. Balancing Provocations and Invitations

Lenses: time (sustained engagement), agency, popularity

# data[].attributes.body
What ideas feel alive in your current spaces? (Connect)

What might you try, observe, or nudge tomorrow? (Extend)

What might be hard to let go of? (Challenge)

# data[].attributes.body
Connect:

Students have a lot of agency in the classroom during free flow.

They also have agency in the pod during free flow.

Students also have agency during story workshop.

Extend :

Introduce new materials for story workshop.

Nudge students to come up with a story in different places : outdoor space, carpet..etc

Encourage students to interact and share stories with partners/small groups.

Challenge:

Students could have more agency in choosing which materials to use for their story.

Shelves in our classrooms are not designed for agency.

# data[].attributes.attachment_link.title
Gardening with Preschoolers-The Reggio Emilia Approach

# data[].attributes.body
If we were to make one small but powerful change to strengthen our documentation, what would it be?

Focus Area: __________________________

Goal Statement: We will strengthen our documentation by…

Steps We’ll Take:

What Success Looks Like: (observable indicators, e.g., “Children can explain what’s on the wall,” “Parents engage with documentation posts”)

Timeline: __________________________

Support Needed: (materials, time, peer collaboration, coaching, etc.)

# data[].attributes.body
What I see...

What this might tell us about learning

Possible follow-up questions/provocations...

Focus on strategies, language, relationships

# data[].attributes.body
What does this child/group need more of?

How could the environment respond?

What adult role is needed next (observe, model, provoke, step back)?

# data[].attributes.attachment_link.authors[].name
TUFF TRAYS by Learning Through PLAYtrays

# data[].attributes.attachment_link.title
Painting with Flowers | Reggio-Inspired Nature Play #tufftray #toddleractivities #reggioemilia

# data[].attributes.headline
Role and Responsibility of Documentation

# data[].attributes.subject
Role and Responsibility of Documentation

# data[].attributes.body
Gots:

Story Workshop

Wants:

Looking at examples of story workshop with 3 year olds. What does story workshop look like in Early Years? The structure? Ideas for provocations, etc.

# data[].attributes.body
Gots:

-Agency because of a lot of SEL focused lessons

-PLC data points

-Literacy

Wants:

-Seeing math in play

-Sustainable documentation

-Intentional play