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EA Campinas Grade 3 Session 1 Book Club Basics (OCT 2025)

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G2 Session 1: Planning for Comprehension Slides

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G2 Session 1: Planning for Comprehension Slides

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EA Campinas G2 Session 1 Read AloudShared Reading Planning (Text at the Center) OCT 2025 (1)

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Make a copy of this planner to replicate the step by step approach to planning, using the reading rope.

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EA Campinas G1 Online Session 1 Oral Lang & Comprehension (Sep 2025)

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EA Campinas G1 Online Session 1 Oral Lang & Comprehension (Sep 2025) (3)

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Consider this list of ways to support oral language development when planning upcoming lessons. In which learning experiences might these supports enhance oral language development?

We will share our findings and experiences during our second session in November.

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EA Campinas G1 Online Session 1 Oral Lang & Comprehension (Sep 2025) (1)

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EA Campinas Grade 4 Session 1 Supporting Speaking & Listening (Sep 2025) 

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EA Campinas Grade 4 Session 1 Supporting Speaking & Listening (Sep 2025)  (1)

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EA Campinas Grade 4 Session 1 Supporting Speaking & Listening (Sep 2025)  (2)

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Consider the structures and routines for accountable talk and rehearsal time. Revisit the slides and methods for implementation. Try them out. Note any impacts on learners and learning. We will share our experiences when we meet again in November.

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As a grade level team, choose a rich, connected text to read aloud to all classes. Complete the Read Aloud Comprehension Planning template as a team, being sure to clearly identify learning intentions and learning opportunities in the text.

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A Practical Guide for Teachers

Essential strategies for creating, sustaining, and improving classroom book clubs.

Sonja and Dana have both a confession and a challenge to teachers. Managing classroom book clubs can be hard. Real hard. But honestly, is there any better way to get students vested in reading? When book clubs work, don't they create a culture of reading unlike anything else? One that brings out the very best in our students?

With both infectious enthusiasm and a realistic perspective, Sonja and Dana take on teachers' doubts and concerns about book clubs, and build a compelling case for their value in every classroom. They provide all the nuts and bolts for creating and managing successful book clubs, including:

Dozens of "pitfalls and pathways" minilessons that address common roadblocks

Tips for using technology to enhance book club work for deeper student engagement

Suggested "book bins" for book club work, organized by grade level and genre.

Whether you're looking to breathe new life into book clubs or begin implementing them in your classroom, Sonja and Dana give you essential strategies to make book clubs work. "Because book clubs," they write, "are where students fall in love with reading."

(click any section below to continue reading)

Contents

1. Creating a Culture of Reading Through Book Clubs
2. Organizing and Setting Up Book Clubs
3. Launching and Managing Book Clubs
4. Lighting the Fire of Discussion
5. Journeying Through Texts with Peers
6. Living with Books All Year Long

Reviews

"Dana and Sonja teach us what years of eavesdropping on my aunts taught me-that book clubs are not merely about books and discussion protocols. They are about the humans that come to them, the people that we become when we are in them, and the powerful people that endure-long after we put the texts down-because we have read together. Dana and Sonja's work is powerful because beyond guiding us into the structures, routines, and lessons that ensure meaningful reading and purposeful talk, they expertly guide us toward crafting the experiences that give children multiple opportunities to live as readers, as thinkers, and as members of a community. Dana and Sonja understand that whenever our society has been confronted with big questions, well-read young people have always been the answer."-Cornelius Minor, from the Foreword

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Essential strategies for creating, sustaining, and improving classroom book clubs. - Heinemann

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Example 1

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Grade 5 Session 1: Split Screening Content and Skills

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Grade 5 Session 1: Split Screening Content and Skills

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EA Campinas Grade 5 Session 1 Knowledge and Skills (OCT 2025)

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Identify 2-3 UOI focused lessons each week and explicitly name the content focus and one learning skill focus for the lesson. At the end of each lesson allow time for reflection on learning (both content & skill).

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EA Campinas Grade 5 Session 1 Knowledge and Skills (OCT 2025) (1)

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Learners tend to learn more effectively when they are clear about the purpose of learning. Knowing where you are headed does not mean that the tasks needs to have every single detail mapped out for you, but it does require a clarity of the purpose of learning.

There is a multitude of research out there that confirms the value of sharing quality learning intentions with learners that clearly articulates what the teacher wants the students to know, understand and be able to do as a result of the learning.

The intentions we have for students' learning should be clear. They should never be a secret or guess what's in the teacher's head. Kath Murdoch in her book The Power of Inquiry states that instead of documenting an intention as an inevitability - 'We will learn...' an inquiry teacher may pose the intention in the form of a question - 'How might we...' This then allows the learning intention to become transferable.

One effective strategy for sharing learning intentions, with learning assets as the focus, is to use Guy Claxton's split screen teaching approach. Creating a split screen learning intention reminds us all that we are continually focusing on learning to learn while we are learning about a concept or exploring a question. This highlights for all parties that learning is indeed layered and complex. For example:

Or use a triple split screen that identifies the content, skills and dispositions central to the learning task. For example:

However, I believe that we often miss a crucial element when we give students learning intentions and success criteria - THINKING! Where is the thinking we want students to use?? (see blog post)
​
We need to explain the type of thinking students are required to use during a learning task as well as highlight what a sound example of what this thinking looks like in order to be successful. This also means students need explicit guidance and practice in knowing how to think in different ways and be able to apply this to a variety of everyday situations. ​

Read about the importance of Learning Intentions from AITSL below:

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Learners tend to learn more effectively when they are clear about their purpose.

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Teachers know that encouraging children to talk and listen improves their ability to communicate. But until now, they haven't had a way to accelerate the development of children's language skills that's aligned with the science of reading. This book gives time-strapped teachers a power tool: the "Strive-for-Five" conversation framework. These responsive conversations start with what children say and continue as the teacher listens and responds-with a goal of five conversation turns to stretch their talking and thinking.

Product details

Publisher: Scholastic, Inc.
ISBN13: 9781546113881
Format: Professional Book
Pages: 160
Grades: Pre-K - 1
Editorial Reviews
﻿"To become successful readers, young children need to engage in thoughtful conversations with adults. But most teachers don't get good training in making those conversations happen. This book is exactly what they need: a clear, practical guide to providing all children with the oral language practice that lays the foundation for their later reading comprehension." -Natalie Wexler, author of The Knowledge Gap: The Hidden Cause of America's Broken Education System-And How to Fix It.
About the Authors
Tricia A. Zucker, Ph.D., is an education researcher, former teacher, and mom of three girls who enjoys extended conversations. She is a Professor of Pediatrics and Co-Director of the Children's Learning Institute at University of Texas Health Science Center in Houston with the mission of increasing access to high-quality education opportunities and understanding of how early education opportunities determine later school and health outcomes. Dr. Zucker's research interests include early identification and prevention of reading disabilities, evidence-based curriculum and instruction, and aligned family- and school-based interventions. Her research focuses on children who are at-risk for learning disabilities. She has authored over 60 scholarly publications and routinely serves as a thought partner with teachers, schools, and organizations that want to improve learning outcomes for children. She has been recognized for her work with various awards from organizations such as the International Literacy Association as well as the highest honor the U.S. government bestows on early researchers, the Presidential Early Career Award for Scientists and Engineers (PECASE).

Sonia Cabell, Ph.D., is an associate professor of Reading Education in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Before receiving her Ph.D. at the University of Virginia, she worked as a second-grade teacher and literacy coach in Oklahoma and Virginia. Dr. Cabell's research focuses on early language and literacy instruction, with a particular interest in preventing reading difficulties in young children. She has authored over 70 publications, including peer-reviewed articles, books, book chapters, and literacy curricula. She is the lead editor of the Handbook on the Science of Early Literacy from Guilford Press, and co-authored Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators from the National Association for the Education of Young Children. In 2021, Dr. Cabell, with her colleague Dr. Tricia Zucker, was awarded International Literacy Association's Diane Lapp and James Flood Professional Collaborator Award. She has served as Principal Investigator or co-Principal Investigator on federally funded research projects, and has been an advisor or consultant for a variety of national organizations and state departments of education.

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Strive-for-Five Conversations: A Framework That Gets Kids Talking to A

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This book gives time-strapped teachers a power tool: the "Strive-for-Five" conversation framework. These responsive conversations start with what children say and continue as the teacher listens and responds-with a goal of five conversation turns to stretch their talking and thinking.

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G5 Session 2: Designing Assessment Tasks

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G5 Session 2: Designing Assessment Tasks

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EA Campinas G5 Comprehension Assessment Design Nov 2025

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EA Campinas G2 Session 2 Empowering Learners UDL & Choice Boards (Nov 2025)

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An Ai tool trained to give feedback and suggestions on potential barriers to learning.

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect. LUDIA's suggestions are here to enhance, not replace, your own professional reflection and judgment. Get in touch! [email protected] Please Note: As the creators of LUDIA, we do not have access to the information generated by the use of LUDIA or any identifying information about users or followers of LUDIA. We receive no financial revenue from LUDIA. Universal Design for Learning. Universally Accessible. That is Our Goal. Accessibility Statement: In anticipation of user variability, we have followed the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C), as closely as possible. Conformance with these guidelines will help to reduce barriers and expand web equity worldwide. If you have any comments or suggestions about improving the accessibility of LUDIA, please contact us, or the Platform for Open Exploration (Poe): https://help.poe.com/hc/en-us/requests/new View more

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect.

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EA Campinas Grade 1 Session 2 -Authentic Texts  Scheduling (Nov 2025)

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EA Campinas Grade 1 Session 2 -Authentic Texts  Scheduling (Nov 2025) (1)

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The CAST UDL Guidelines™ are a tool that can be applied in any discipline or domain to ensure that all learners are able to access and participate in meaningful, challenging learning opportunities. The Guidelines are a set of concrete suggestions rooted in the principles of Universal Design for Learning (UDL)external site, an educational framework developed by CASTexternal site.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Hi, I am LUDIA, your AI-powered UDL partner! How can I support you today? Please share your subject, grade level, learning goals, and design challenges. Relevant information about all aspects of learners' identities, including language profiles, strengths, and interests, can also be useful to share.

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect. LUDIA's suggestions are here to enhance, not replace, your own professional reflection and judgment. Get in touch! [email protected] Please Note: As the creators of LUDIA, we do not have access to the information generated by the use of LUDIA or any identifying information about users or followers of LUDIA. We receive no financial revenue from LUDIA. Universal Design for Learning. Universally Accessible. That is Our Goal. Accessibility Statement: In anticipation of user variability, we have followed the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C), as closely as possible. Conformance with these guidelines will help to reduce barriers and expand web equity worldwide. If you have any comments or suggestions about improving the accessibility of LUDIA, please contact us, or the Platform for Open Exploration (Poe): https://help.poe.com/hc/en-us/requests/new View more

# data[].attributes.attachment_link.description
LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect.

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Magic School has a UDL Choice Board Generator: https://app.magicschool.ai/tools/choice-board

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Grade 3: Session 2 Slides: Research Clubs

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Grade 3: Session 2 Slides: Research Clubs

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EA Campinas G3 Session 2 Research Clubs (Nov 2025)

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)

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Elements & Steps in Planning for Writing

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Elements & Steps in Planning for Writing

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)  (1)

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)  (2)

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)  (3)

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)

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Teach Revision Throughout the Writing Process

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Teach Revision Throughout the Writing Process

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EA Campinas G2-5 PD Day Session Building a Writing Community (Jan 2026)  (4)