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kalley@erinkentconsulting.com
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Writing Strategy Group
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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Section One: Planning Decisions

1. Start with Beliefs

2. Establish Daily Practices

3. Map a Year of Reading

4. Map a Year of Writing

5. Balance Feedback and Evaluation

Section Two: Teaching Essential Discourses

1. Narrative

2. Informational

3. Argument

4. Multigenre Research Projects

This book is divided into two sections. Section 1, "Planning Decisions," takes you through the process we used-and you might consider-to plan a year of teaching. The section includes five chapters:

1. Start with Beliefs

2. Establish Daily Practices

3. Map a Year of Reading

4. Map a Year of Writing

5. Balance Feedback and Evaluation

Section 2, "Teaching Essential Discourses," begins with an introduction that explains the general framework for planning a unit of study in a specific writing discourse. Then, in the four chapters that follow, we detail the decisions we made in four discourse studies: narrative, informational, argument, and multigenre. Our hope is that by reading about the decisions we made as we planned together, you will be inspired to reimagine the beautiful possibilities for your teaching.
- Introduction

This book is a brilliant work of architecture-the making of an English course. How do you shape the movement of the 180 days, balancing open space and structure, individuality and assessment, breadth and depth (not to mention managing the damn thing). Two of our country's most innovative teachers, Penny Kittle and Kelly Gallagher take on this challenge in a cross-country collaboration, exploring the art of the possible. This book-and its amazing video accompaniment-illustrates not so much the fixed course everyone should teach (even they don't totally agree on that), but how to think through the making, and the principles that should be its foundation.-Thomas Newkirk

Spending 180 days on the job and in the world with Penny Kittle and Kelly Gallagher is like apprenticing yourself to a year in the kitchen with two master chefs who speak honestly and passionately about the challenges we face and the choices we must make every day in our own classrooms. I learned something new on every page, verbally annotating just about every suggestion with a mental "Yes!" or "Try this!" At every turn, they acknowledge and address the constraints, especially of time, we all face in our classes-then show us how they manage to teach their students so much and so well despite those constraints.-Jim Burke, author of The English Teacher's Companion

"This book is everything. I mean this whole-heartedly and without exaggeration - this book is everything. It is everything I needed when I began teaching, and it is exactly what I need now to reflect on my practices, my curriculum, and my kids. The depth of knowledge and experience here, living alongside the breadth of thinking across the time and space of a school year, takes my breath away. Thank you, Penny and Kelly. May my children have teachers who have read and used this book."--Kate Roberts, author of A Novel Idea

Who among us hasn't wished to be a fly on the wall of Penny's and Kelly's classrooms? In 180 Days, we aren't just flies-we are invited into their brains, their plan books, and their friendship as they answer the question that plagues every teacher: how to do it all in one year? This book is not about how to find time where time doesn't exist. It's not about turning 180 days into 200 days so you can fit everything in. This book is about making decisions about what really matters enough and how to make the most of the time we are given with our students. It honors teachers as decision-makers and reminds us of the power of professional collaboration to change not only our students' learning but also our own professional lives.-Allison Marchetti and Rebekah O'Dell, coauthors of Writing With Mentors and Beyond Literary Analysis

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180 Days represents the collaboration of two master teachers-Kelly Gallagher and Penny Kittle-over an entire school year: planning, teaching, and reflecting

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Ways to Organize Writer's Notebooks: Notebook as a Writer's Tool

Is there one right way to keep a writer's notebo ok?

There is no one "correct" way to organize writer's notebooks. So much depends upon the purpose the notebooks serve in your classroom and how students will utilize them during writing time. My goal with this post is to share different possibilities for organizing writer's notebooks and present you with various options. To section or not to section will depend on how you see writer's notebooks and the role they play in your workshop.
No sections
In the past, my third graders' writer's notebooks were not organized into sections. I never used to section my own writer's notebook either. I used to see it as a wide open space for any thoughts, ideas, drafts, lists, sketches, notes, etc. I have a collection of notebooks from different years of teaching that are just like this, and it is still a pleasure to reread them, going from a list, to a response to a reading, to a poem. I absolutely understand why a teacher might choose to invite students to keep notebooks in this way.
Sections
While I love the freedom that comes with a section-less notebook, I began to feel my writer's notebooks needed to be more of a resource for student writers as well as a place to hold their unique ideas and their writing. Looking for new ideas, I discovered Angela Stockman's , an "online professional development playground" for teachers to explore different ideas around the teaching of writing. I took part in the course entitled, In this course, Angela describes how she sections the writer's notebook so that it plays a meaningful role in every part of the writer's workshop. She recommends creating 4 sections: Ideas (lists, maps, and other ways to generate ideas), Notes (notes from minilessons and conferences), Tinkering (a place to play with language and revision), and Reflection (a place to reflect on how the writing is going). "Make Writing: Notebooks."

I modified those ideas for my students this year. My third graders have three sections: Ideas, Lessons, and Writing.

The first section is where students have heart maps, lists, and charts to inspire their writing.

The second section is where they glue in anchor charts and notes from the lessons I teach them.

The final section is where they draft and play with language, trying out different leads or lifting a line.

The way I see the writer's notebook is both treasure chest and workbench. It's a place to store important ideas, memories, memorable language and moments. It's also a place to learn how to write better and to have resources and references close at hand.
Alternative ways to section
I asked my TWT colleagues about how they've chosen to organize writer's notebooks. As always, they are full of great ideas! Here are some alternative ways you might section your notebooks:

2 sections: The front of the notebook is a place for students to list, draft, and write anything they choose. Students can flip over the notebook and use the other side as an exploratory notebook where they keep notes and ideas that could be used for informational or persuasive writing.

2 sections: Put a post-it tab in the middle of the notebook. The first half of the notebook is for writing exercises, lessons, and plans. The second half is for "sacred writing" and is whatever the students wish to write about.

¼ of the notebook: The last ¼ of the notebook can be used for student goals and notes from conferring. The first part of the notebook would be for whatever the student wishes to write.

Fold over pages: Students can fold a page down at the end of a unit of study to separate the writing from different units.

Giving students choices
On Sunday, Betsy's post "Whose Notebook is it Anyway?" really made me stop and think about ownership of notebooks. Kelsey had already planted the seed in my mind that students could choose to create sections (or not) in their notebooks. Betsy's post made me think more about that idea. I always have student personalize and decorate their notebooks before we even start writing in them, but Betsy's post made me rethink this. What if I started the year sharing my own notebooks and talked with students about the different possibilities for sections? I could require them to keep one place in their notebooks where they will save the information I share with them (a lesson section), but otherwise they could choose how they want their notebook to go. Seeing a list of possible ideas for sections and how other writers keep their notebook could inspire student writers to have more say in how their notebook works. As for the decorating of the notebook, I could also allow this to be a choice for students instead of making it an activity we all do at the same time. Maybe some students want to gradually add items to their notebook cover. Maybe other students prefer a blank outside. I could provide more choices to allow for more engagement and ownership of the notebook.
My Writer's Notebook
I believe that teachers who teach writing should write themselves. Recently, I've been having a difficult time carving out time to write. I'm not making the time to write my observations, wonderings, ideas, or to play with language. So many thoughts about my children and my students come to me and then fly right by as I don't stop to write them down. I sometimes feel stuck and blocked when it's time to write a personal or professional blog post. Just like I tell my students, the way to get better at writing is by writing! To keep growing as a writer, I need to write more often.

I created sections for my new writer's notebook. The sections I created are:

Professional questions, ideas, noticings: This will be for any thoughts that come to mind about teaching in general as well as specific observations, questions, and ideas related to my students.

Alex and Megan: This section is for the writing I will do about my two children.

Me: This section is for ideas that aren't about teaching or my children. Being a teacher and mom are dominant themes in my life, but I am learning that there is a "me" beyond teacher and mom and this is her section!

Words and phrases I love: The final section is a place to capture beautiful language or interesting words and phrases.

I'm hoping that my new notebook will give me a place to both play with words and make writing a more consistent practice.
How do you see writer's notebooks?
What is your philosophy when it comes to writer's notebooks? Are they a place to dream and explore? A place to collect tools and strategies for improved writing? Both? Neither? What role does a writer's notebook play in your own life? Your student's lives? Please share your thoughts and ideas about organizing writer's notebooks in the comments.
Links to explore: Notebooks: Starting with What Matters Most Breathing Life Back Into Notebooks: Discovering the Writer's Life Making Writer's Notebooks Personal GIVEAWAY INFORMATION:

This giveaway is for a free 20-minute classroom Skype session with author Amy Ludwig VanDerwater whose popular blog is an excellent resource for notebookers of all ages and interests. Sharing Our Notebooks

For a chance to win this Skype session with Amy, please leave a comment about this or any blog post in this blog series by Sunday, November 11th at 6:00 p.m. EST. Betsy Hubbard will use a random number generator to pick the winner's commenter number. His/her name will be announced in the ICYMI blog post for this series on Monday, November 12th.

Please leave a valid e-mail address when you post your comment so Betsy can link you up with Amy if you win.

If you are the winner of the Skype session, Betsy will email you with the subject line of TWO WRITING TEACHERS - AMY LV. Please respond to her e-mail with your mailing address within five days of receipt. A new winner will be chosen if a response isn't received within five days of the giveaway announcement.

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Ways to Organize Writer's Notebooks: Notebook as a Writer's Tool

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There is no one "correct" way to organize writer's notebooks. So much depends upon the purpose the notebooks serve in your classroom and how students will utilize them during writing time. My goal with this post is to share different possibilities for organizing writer's notebooks and present you with various options.

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A writer's notebook is a gift.

It's a safe place to tinker with text, play with ideas, and collect the words we love and long to use with confidence.

At least, that's what a notebook is supposed to be, right?

Well.

I might be sharing too much information here, but let's just say I'm not the only teacher who once found herself packing near-empty notebooks into backpacks on the last day of school, promising myself that next year, things would be different.

Perhaps this isn't your story, though. Maybe you've mastered the art of consistency. Maybe you're just looking for fresh ideas or approaches that will add complexity and dimension to the practice of notebook keeping.

I've designed this course to meet all of these needs. Click right here to learn more and register, if you'd like.

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A writer's notebook is a gift. It's a safe place to tinker with text, play with ideas, and collect the words we love and long to use with confidence. At least, that's what a notebook is supposed to be, right? Well.

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A Workshop Approach and Multilingual Learners

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1. Categories:

2. Language: Reference & General

3. Teaching Resources & Education

4. Teaching Resources & Education

5. Literacy Strategies

6. Literacy Strategies

7. Teaching Skills & Techniques

8. Teaching Skills & Techniques

9. Teaching Of A Specific Subject

10. Teaching Of A Specific Subject

Description

Now with 30 strategies on Reading with Accuracy. Learn more.

With hit books that support strategic reading through conferring, small groups, and assessment, Jen Serravallo gets emails almost daily asking, Isn't there a book of the strategies themselves? Now there is.

Strategies make the often invisible work of reading actionable and visible, Jen writes. In The Reading Strategies Book, she collects 300 strategies to share with readers in support of thirteen goals-everything from fluency to literary analysis. Each strategy is cross-linked to skills, genres, and Fountas & Pinnell reading levels to give you just-right teaching, just in time. With Jen's help you'll: develop goals for every reader give students step-by-step strategies for skilled reading guide readers with prompts aligned to the strategies adjust instruction to meet individual needs with Jen's Teaching Tips craft demonstrations and explanations with her Lesson Language learn more with Hat Tips to the work of influential teacher-authors.

Whether you use readers workshop, Daily 5/CAFE, guided reading, balanced reading, a core reading program, whole-class novels, or any other approach, The Reading Strategies Book will complement and extend your teaching. Rely on it to plan and implement goal-directed, differentiated instruction for individuals, small groups, and whole classes.

We offer strategies to readers to put the work in doable terms for those who are still practicing, writes Jen Serravallo. The goal is not that they can do the steps of the strategy but that they become more comfortable and competent with a new skill. With The Reading Strategies Book, you'll have ways to help your readers make progress every day.
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Product details

For ages 3-5

Format Paperback | 400 pages

Dimensions 200.66 x 251.46 x 25.4mm | 952.54g

Publication date 20 May 2015

Publisher Heinemann USA

Imprint Heinemann Educational Books,U.S.

Publication City/Country Portsmouth, United States

Language English

ISBN10 032507433X

ISBN13 9780325074337

Bestsellers rank 3,268

About Jennifer Serravallo

Jennifer Serravallo is the author of New York Times' bestseller The Reading Strategies Book as well as other popular Heinemann professional books, including The Writing Strategies Book. The new Strategies to Go: The Jennifer Serravallo Digital Companion brings the strategies book together with notetaking capabilities and more to extend strategy-driven, goal-based instruction further than ever. Jen's newest print titles are Teaching Writing in Small Groups (which includes selections transadaptated to Spanish); Understanding Texts & Readers; A Teacher's Guide to Reading Conferences; Connecting with Students Online; and the Spanish-language counterparts to her strategies books, El libro de estrategias de lectura and El libro de estrategias de escritura. She is also the author of Teaching Reading in Small Groups as well as The Literacy Teacher's Playbook, Grades K - 2 and Grades 3 - 6. Jen's Complete Comprehension: Fiction and Complete Comprehension: Nonfiction are assessment and teaching resources that expand upon the comprehension skill progressions from Understanding Texts & Readers and offer hundreds more strategies like those in The Reading Strategies Book. Additionally, Jen is the author of the On-Demand Courses Strategies in Action: Reading and Writing Methods and Content and Teaching Reading in Small Groups: Matching Methods to Purposes, where you can watch dozens of videos of Jen teaching in real classrooms and engage with other educators in a self-guided course. Jen is a member of Parents Magazine Board of Advisors for education and literacy. She began her career in education as a NYC public school teacher and later joined the Teachers College Reading and Writing Project at Columbia University. Through TCRWP, and now as an independent consultant, she has spent over a decade helping teachers across the country to create literacy classrooms where students are joyfully engaged and the instruction is meaningfully individualized to students' goals. Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes. Learn more about Jen and her work at https: //www.heinemann.com/jenniferserravallo/, on Twitter @jserravallo, on Instagram @jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community.
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Rating details

1,613 ratings

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Free delivery worldwide on all books from Book Depository

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We use cookies to give you the best possible experience. By using our website you agree to our use of cookies. Categories: Language: Reference & General Teaching Resources & Education Teaching Resources & Education Literacy Strategies Literacy Strategies Teaching Skills & Techniques Teaching Skills & Techniques Teaching Of A Specific Subject Teaching Of A Specific Subject Now with 30 strategies on Reading with Accuracy.

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We use cookies to give you the best possible experience. By using our website you agree to our use of cookies.

1. Categories:

2. Teaching Of A Specific Subject

3. Teaching Of A Specific Subject

4. English Language: Reading & Writing Skills

Description

Jennifer Serravallo's Reading Strategies Book has helped hundreds of thousands of teachers and their readers. Now she's doing the same for writing. The Writing Strategies Book provides 300 strategies that support 10 crucial instructional goals. Whether you teach with writing workshop, 6+1 Traits, or by any other means, you'll discover a wealth of ideas for strategies to share with students for whole-group, small-group, or one-to-one instruction.
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Product details

Format Paperback | 424 pages

Dimensions 200.66 x 246.38 x 27.94mm | 1,043.26g

Publication date 27 Jan 2017

Publisher Heinemann USA

Imprint Heinemann Educational Books,U.S.

Publication City/Country Portsmouth, United States

Language English

ISBN10 032507822X

ISBN13 9780325078229

Bestsellers rank 63,006

About Jennifer Serravallo

Jennifer Serravallo is the author of New York Times' bestseller The Reading Strategies Book as well as other popular Heinemann professional books, including The Writing Strategies Book. The new Strategies to Go: The Jennifer Serravallo Digital Companion brings the strategies book together with notetaking capabilities and more to extend strategy-driven, goal-based instruction further than ever. Jen's newest print titles are Teaching Writing in Small Groups (which includes selections transadaptated to Spanish); Understanding Texts & Readers; A Teacher's Guide to Reading Conferences; Connecting with Students Online; and the Spanish-language counterparts to her strategies books, El libro de estrategias de lectura and El libro de estrategias de escritura. She is also the author of Teaching Reading in Small Groups as well as The Literacy Teacher's Playbook, Grades K - 2 and Grades 3 - 6. Jen's Complete Comprehension: Fiction and Complete Comprehension: Nonfiction are assessment and teaching resources that expand upon the comprehension skill progressions from Understanding Texts & Readers and offer hundreds more strategies like those in The Reading Strategies Book. Additionally, Jen is the author of the On-Demand Courses Strategies in Action: Reading and Writing Methods and Content and Teaching Reading in Small Groups: Matching Methods to Purposes, where you can watch dozens of videos of Jen teaching in real classrooms and engage with other educators in a self-guided course. Jen is a member of Parents Magazine Board of Advisors for education and literacy. She began her career in education as a NYC public school teacher and later joined the Teachers College Reading and Writing Project at Columbia University. Through TCRWP, and now as an independent consultant, she has spent over a decade helping teachers across the country to create literacy classrooms where students are joyfully engaged and the instruction is meaningfully individualized to students' goals. Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes. Learn more about Jen and her work at https: //www.heinemann.com/jenniferserravallo/, on Twitter @jserravallo, on Instagram @jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community.
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Rating details

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Free delivery worldwide on all books from Book Depository

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We use cookies to give you the best possible experience. By using our website you agree to our use of cookies. Categories: Teaching Of A Specific Subject Teaching Of A Specific Subject English Language: Reading & Writing Skills Jennifer Serravallo's Reading Strategies Book has helped hundreds of thousands of teachers and their readers.

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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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"We know of no resource that promotes responsive teaching as well as these books do. Goldberg and Houser like teaching to improve, and then describe how teachers can learn to be fully in the moment of instructional decision making by focusing on a handful of things. From the detailed lessons to boxes titled, 'Decide to teach this tomorrow if your students . . .' these authors anticipate the content teachers want and the questions they raise. These thoughtful books show teachers how to make children's reading needs central to instructional planning." -- Kim Yaris and Jan Burkins "I love this series! Goldberg and Houser succeed at something difficult: freeze-framing their intentional decisions about teaching readers in a way that we can all "see"-and then do in our own classrooms. They provide a decision-making model that helps teachers feel confident in letting their own observations of students' written and spoken responses to text guide them. They distill the ever-present what-do-I-teach-next question into three choices, and these choices all center on furthering students' ways of thinking as they read fiction and nonfiction. Through classroom videos and notebook entries, we learn the authors' intuitive process. They don't just leave us pondering, but scaffold our ability to be responsive teachers by providing lesson ideas that work for every kind of tomorrow-every reading next step. For fiction, they share lessons on character and theme; for nonfiction, on synthesizing information and understanding perspectives. The bonus is this: when we study and reflect on the authors' decision-making process, we enhance and improve our own. These books should become seminal works." -- Laura Robb "Making decisions about reading in our classroom is not easy, even though we make hundreds every day. Often, we don't give much thought to how we decide what we do, but with this book, we are taken on a guided tour of what it means to make super-intuitive decisions about what our readers need next. Each chapter addresses decisions about key aspects of building a literature-rich environment and a community of readers, including reading notebooks, teaching students how to synthesize ideas, and understanding perspective. The chapters on great nonfiction and fiction texts and on helping readers learn how to select involving books are favorites, as they give me a more focused method to rely on. The books are practical, friendly, and chockfull of ideas and lessons that can be readily implemented." -- Grace White, Supervisor of Curriculum "These books exemplify the intersection of excellent scholarship and practical application for teachers in the field. They beautifully illustrate those essential metacognitive processes in a progression, and this helps teachers see how instructional decisions become instructional moves that translate into high cognitive demand learning experiences for students. This series an invaluable teaching tool for those who want to implement authentic Balanced Literacy experiences for their students." -- Dr. Akida Kissane Long, Principal "Goldberg and Houser offer an insider's view of intentional decision making in action by making us front-row observers of their thinking process. We stand beside them as they show us student-centered reading instruction at its best, listening in on book conversations, gazing over their shoulders to analyze writing in reading notebooks. This step-by-step journey yields explanations of why, what, and how that we can use to plan next lessons for our readers. The What Do I Teach Readers Tomorrow? series is a testament to our professional responsibility to keep students as our compass, their 'right now' needs and wishes as readers as the destination, and engaging books as the vehicle that takes us there." -- Dr. Mary Howard "This series is a must-have for every elementary language arts teacher! Goldberg and Houser have created a comprehensive support for teachers who want to provide their students with rigorous, thinking-centered experiences in reading and writing. Having these books is like having ongoing coaching and guidance from these two outstanding literacy experts at your fingertips." -- Jerry Harris, Director "I love the we-are-right-there-with-you tone. It's so clear these authors have been there, and remain right in the trenches. And I love the teacher checklists and quizzes-just the right light touch to use in professional development time. But perhaps most of all, I admire that Houser and Goldberg have taken a complex process-daily instructional decision making- and broken it into doable steps for teachers to try. Deciding what each reader in your room is ready for next will never be something a teacher gets good at overnight, but with these outstanding resources, educators are armed with the right questions to ask themselves, a progression of strategies that enhance the readers relationship with the text, and the theory and research from in and out of the literacy field that will help them build a community of readers." -- Joyce Friedman "Goldberg and Houser-both former staff developers at the Teachers College Reading and Writing Project-have perfectly combined theory and practice to help teachers put students first in their decision-making process. Best of all, they've provided the tools necessary to assist teachers in making those decisions become a reality right away." -- Pam Hamilton
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Free delivery worldwide on all books from Book Depository

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"We know of no resource that promotes responsive teaching as well as these books do. Goldberg and Houser like teaching to improve, and then describe how teachers can learn to be fully in the moment of instructional decision making by focusing on a handful of things.

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"We know of no resource that promotes responsive teaching as well as these books do. Goldberg and Houser like teaching to improve, and then describe how teachers can learn to be fully in the moment of instructional decision making by focusing on a handful of things. From the detailed lessons to boxes titled, 'Decide to teach this tomorrow if your students . . .' these authors anticipate the content teachers want and the questions they raise. These thoughtful books show teachers how to make children's reading needs central to instructional planning." -- Kim Yaris and Jan Burkins "I love this series! Goldberg and Houser succeed at something difficult: freeze-framing their intentional decisions about teaching readers in a way that we can all "see"-and then do in our own classrooms. They provide a decision-making model that helps teachers feel confident in letting their own observations of students' written and spoken responses to text guide them. They distill the ever-present what-do-I-teach-next question into three choices, and these choices all center on furthering students' ways of thinking as they read fiction and nonfiction. Through classroom videos and notebook entries, we learn the authors' intuitive process. They don't just leave us pondering, but scaffold our ability to be responsive teachers by providing lesson ideas that work for every kind of tomorrow-every reading next step. For fiction, they share lessons on character and theme; for nonfiction, on synthesizing information and understanding perspectives. The bonus is this: when we study and reflect on the authors' decision-making process, we enhance and improve our own. These books should become seminal works." -- Laura Robb "Making decisions about reading in our classroom is not easy, even though we make hundreds every day. Often, we don't give much thought to how we decide what we do, but with this book, we are taken on a guided tour of what it means to make super-intuitive decisions about what our readers need next. Each chapter addresses decisions about key aspects of building a literature-rich environment and a community of readers, including reading notebooks, teaching students how to synthesize ideas, and understanding perspective. The chapters on great nonfiction and fiction texts and on helping readers learn how to select involving books are favorites, as they give me a more focused method to rely on. The books are practical, friendly, and chockfull of ideas and lessons that can be readily implemented." -- Grace White, Supervisor of Curriculum "These books exemplify the intersection of excellent scholarship and practical application for teachers in the field. They beautifully illustrate those essential metacognitive processes in a progression, and this helps teachers see how instructional decisions become instructional moves that translate into high cognitive demand learning experiences for students. This series an invaluable teaching tool for those who want to implement authentic Balanced Literacy experiences for their students." -- Dr. Akida Kissane Long, Principal "Goldberg and Houser offer an insider's view of intentional decision making in action by making us front-row observers of their thinking process. We stand beside them as they show us student-centered reading instruction at its best, listening in on book conversations, gazing over their shoulders to analyze writing in reading notebooks. This step-by-step journey yields explanations of why, what, and how that we can use to plan next lessons for our readers. The What Do I Teach Readers Tomorrow? series is a testament to our professional responsibility to keep students as our compass, their 'right now' needs and wishes as readers as the destination, and engaging books as the vehicle that takes us there." -- Dr. Mary Howard "This series is a must-have for every elementary language arts teacher! Goldberg and Houser have created a comprehensive support for teachers who want to provide their students with rigorous, thinking-centered experiences in reading and writing. Having these books is like having ongoing coaching and guidance from these two outstanding literacy experts at your fingertips." -- Jerry Harris, Director "I love the we-are-right-there-with-you tone. It's so clear these authors have been there, and remain right in the trenches. And I love the teacher checklists and quizzes-just the right light touch to use in professional development time. But perhaps most of all, I admire that Houser and Goldberg have taken a complex process-daily instructional decision making- and broken it into doable steps for teachers to try. Deciding what each reader in your room is ready for next will never be something a teacher gets good at overnight, but with these outstanding resources, educators are armed with the right questions to ask themselves, a progression of strategies that enhance the readers relationship with the text, and the theory and research from in and out of the literacy field that will help them build a community of readers." -- Joyce Friedman "Goldberg and Houser-both former staff developers at the Teachers College Reading and Writing Project-have perfectly combined theory and practice to help teachers put students first in their decision-making process. Best of all, they've provided the tools necessary to assist teachers in making those decisions become a reality right away." -- Pam Hamilton
show more

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Free delivery worldwide on all books from Book Depository

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"We know of no resource that promotes responsive teaching as well as these books do. Goldberg and Houser like teaching to improve, and then describe how teachers can learn to be fully in the moment of instructional decision making by focusing on a handful of things.

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Last video on the page

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From A Teacher's Guide to Writing Conferences of The Classroom Essentials Series
Invite students to have a real give-and-take with you.

Even though in conferences you're a teacher talking to students, you're also a (more experienced) writer talking to (less experienced) fellow writers about what writers do-come up with topics, make a plan for a piece of writing, write a lead, develop a section
with detail, use commas in a series, and so on. In this give and take, you learn about what students are trying to do as writers and how well they're doing it, and the students learn how they can do their work better.

Speak in a conversational tone.

Tone is the foundation of the good relationships you want to develop with students over the course of the school year. Speaking in a warm, friendly manner puts students at ease and makes it more likely they will talk with you about what they're trying to do as writers. What you learn from this talk helps you assess students and decide what you should teach to help them grow.

Sit alongside students, at their eye level.

How you sit with students helps you establish a positive tone in conferences. You might grab a nearby empty seat or sit on one that you carry with you around the classroom. As you sit, it's important to make frequent eye contact with students and make sure that your
facial expressions show an interest in what students are telling you.

Use "active listening" strategies.

For example, give some wait time after asking a question so that students have the time and space they need to come up with a response. Ask students to "say more" about what they tell you. And repeat what children say to check that you're hearing them correctly.
Using these strategies shows that you have a real interest in what students are saying and that you're really trying to understand them. Students will usually respond by talking to you more.

The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

Learn more at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

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The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

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Videos with Charlotte or Jalissa

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When I first started teaching reading and writing workshop, the hardest part was that I couldn't picture the classroom, the work. I couldn't see it. This was some of my internal dialogue. I was pretty skeptical. It was only by seeing people like Kathleen Tolan, Carl Andersen, and Mary Ehrenworth do the work of workshop in front of me that I began to become a believer.

As my editorial team and I worked on A Novel Approach, we realized that a set of videos might help. All of these videos-and many more-are available within the book. You will find them called out in special sidebars.
via GIPHY
I want to share a few of them here for anyone to see and use and discuss. They are not perfect - scratch that, I am not perfect. If I could, I would change a bunch so that I look like a perfect teacher, I am full of critique. In making these videos we wanted to capture some specific ideas in workshop teaching and in the book but we also wanted them to feel as authentic as possible with a boom mike and a film crew. So we tried not to cut too much, not to redo, we tried to keep things as real as possible. You will see imperfection. You will see me stumble. You will see some lessons land and some that only begin a journey. But I think there are moments that capture something kind of nice. Like this conference, with Charlotte.

In this conference, Charlotte and I work together to help her take the next step in her interpretation work and while we struggle at first, there is just a lovely moment when Charlotte turns a corner and knocks it out of the park. I think there are moves I make here to help her that you could do too:

This conference is similar - Jalissa and I have a good conversation, and we are able to find some work around language specificity that led her to some interesting places.

Or this mini-lesson in Peg Bruno's 6th grade classroom. It builds off of the work done before, pushing kids to use what they already know and go a bit further. It's pretty short, and pretty clear. I think if you are looking for a mini-lesson that does the parts of a lesson well, and that delivers a strategy clearly and succinctly, this is a good one to use. I also love that we see a boy totally unengaged in the lesson and in the "active engagement." This is what that part of the lesson is for - to look for kids who need some guidance.

Or this Read Aloud in Caine Schekner's classroom. I love here that while the kids don't seem super into the read aloud as like a whole class, when they talk to each other they are thoughtful, engaged, and pretty brilliant. I like that I work here to listen, take what they are doing well, and offer strategies to clarify, complicate, or multiply their thinking.

Each of these videos shows a way of teaching that can help kids access and practice the skills and strategies of a unit of study. I hope that they also show how these methods of teaching, this pedagogy, can help offer opportunities to connect to our students, and allow our goofy, scattered, quiet, or determined personality to come through our teaching. I became passionate about teaching workshop because I saw kids grow and move closer to their dreams, and because the ways I taught when I taught workshop helped me to see my students and truly listen to what they were telling me. I give myself a B/B+ in these videos for those relationship-building goals. But the point, to me, is that these methods of teaching help me to talk less, listen more, and teach rather than tell.

I hope they help you do the same.

♦ ♦ ♦

Thank you to Heinemann's Sherry Day, Michael Grover, Tobey Antao, and Dennis Doyle for the two-day photo shoot, and to Peg Bruno and Caine Schekner for the time with their kids.

KATE ROBERTS is a national literacy consultant, top-selling author, and popular keynote speaker. She taught reading and writing in Brooklyn, NY and worked as a literacy coach before joining the Teachers College Reading and Writing Project in 2005, where she worked as a Lead Staff Developer for 11 years. Kate's latest book, A Novel Approach, asks how we can teach whole class novels while still holding onto student centered practices like readers workshop. She is also the co-author of Falling in Love with Close Reading (with Christopher Lehman), DIY Literacy (with Maggie Beattie Roberts), and she co-wrote two Units of Study books on Literary Essay. Her work with students across the country has led to her belief that all kids can be insightful, academic thinkers when the work is demystified, broken down and made engaging. To this end, Kate has worked nationally and internationally to help teachers, schools, and districts develop and implement strong teaching practices and curriculum.

Follow Kate online.
Twitter:
@TeachKate Pinterest: /
Blog: IndentBlog KateAndMaggie.com

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A Peek at A Novel Approach Videos: Mini Lesson, Conferring, and Read Aloud with Kate Roberts

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Here, Kate Roberts shares just a few extended classroom clips from her book, A Novel Approach. In this blog, you'll get a chance to watch Kate confer with two different students, and see how Kate structures a mini-less and read aloud.

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DIS Work Samples for Conference Practice

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Article summarizing feedback study. (Original Study embedded)

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

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The Simple Phrase that Increases Effort 40% - Daniel Coyle

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

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TC Annotated Writing Progression Narrative

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 English 8 - Unit 5 - Target Sheet - 2021-2022

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 English 8 - Unit 5 - Target Sheet - 2021-2022

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Shared Reading Small Group Demo- Design Cycle

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Reading Strategy Small Group Demo- Design Cycle

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Writing Strategy Small Group Demo- Fly Away Home

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Shared Writing Small Group Demo- Fly Away Home

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Copy of 6-8 DIS Tuning In to Coaching Support Sessions - Google Jamboard

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Copy of 6-8 DIS Tuning In to Coaching Support Sessions

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What matters for language comprehension?

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What matters for language comprehension?

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Shared Text Planner for Read Aloud or Shared Reading

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Shared Text Planner for Read Aloud or Shared Reading

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Example

Example

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Reading Comprehension Planner (with example)

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Reading Comprehension Planner (with example)

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Example

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Shared Reading Small Group Planning Template

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Example- Thinking Routines for The Outsiders

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Example- Thinking Routines for The Outsiders

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Examples- Purpose for writing about reading

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Examples- Purpose for writing about reading

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Examples- "Cool" reading journal entries (G5)

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Examples- "Cool" reading journal entries (G5)

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Cool Reading Journal Entries from Grade 5 Learners

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Option- Checking in the book logs and reading journal entries

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Option- Checking in the book logs and reading journal entries

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Examples- Charts, Visuals & Conversations for Non-fiction entries

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Examples- Charts, Visuals & Conversations for Non-fiction entries

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Three Ways to Use Reading Journals for Nonfiction_.pptx

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What do I teach readers tomorrow?

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What do I teach readers tomorrow?

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Narrative example

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Read Aloud Planner (option 2- more detailed)

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Read Aloud Planner (option 2- more detailed)

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Reading Unit Planner (use for question prompts)

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Reading Unit Planner (use for question prompts)

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And some truncated examples

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Double-Bubble Protocol (for transition years)

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Double-Bubble Protocol (for transition years)

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Unpacking Standards Double Bubble Process.pdf