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Inquiry-Based Planning Sheet (Working Copy)

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Inquiry-Based Planning Sheet (Working Copy)

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AISA: Inquiry-Based Lesson Planning Sheet

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Embedding the PYP Essential elements in reading.

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GOT-Naturally integrating the ATLs and the Learner Profile traits into the teaching point and posing it as a question.

Want-How to keep students engaged during the mini-lesson?

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GOT: Connecting Literacy to Inquiry should and can be seamless and not scary!  10 minute prep for 10 minute lesson should be the planning goal.

WANT: What does 10 minutes of prep look like when planning for a hybrid delivered lesson?

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Got: Strategies for planning a 10 minute minilesson in 10 minutes.

Want: More ideas for strengthening this work in the hybrid model. Strategies for collaboration between students, turn and talk, and ideas for making small groups possible.

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GOT- Students reading and writing as much as possible should always be the most important part, and connecting POI with workshop should be natural and using the same lingo within both.

want- time to simplify and amplify our UOS to best integrate POI.

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GOT: Make the teaching point into an inquiry question to incorporate the LP or ATLs

WANT: More ways to incorporate this into hybrid learning

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GOT - How to incorporate the PYP components into Reading and Writing. It's okay to shake up the way workshop goes.

WANT - What are some additional resources that would compliment workshop but be more engaging to students.

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GOTs - how to embed the PYP language of ATLs and Learner Profiles into the language of the mini-lesson

WANTs - making Reading and Writing Workshop much more transdisciplinary and much more student centered "let's explore this...." so you're doing it TOGETHER!

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GOT-Confirmation that the mini-lesson is not the most important part of the lesson and that it doesn't have to follow the TC guide and also how we connect PYP with Writers and Readers Workshop

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Integrate the Learner Profile in the Writers and Readers Workshops, for example "How can we be open minded while reading this book?

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GOT - examples of how to use inquiry and PYP language in literacy

WANTS-more examples of how to do this

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Got: Making the workshops more inquiry based.

WANTS: Adaptions to workshop model specifically geared towards synchronous learning.

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GOT- How to grasp key teaching points and to effectively incorporate PYP elements into lessons.

WANT- To continue practicing and finding new strategies to plan 10 minute mini-lessons for 10 minutes and making sure I have spoke on all  key elements.

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Got: How to incorporate PYP into RW and WW. Find the main teaching points in sessions and teach to those, you don't have to follow RW and WW to a tee. How to be intentional with language.

Want: Ways to make the virtual learning students more engaged during RW and WW.

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Got- Agency, allow students to inquire into strategies that work best for them.

Want- Grade level planning into RW & WW Inquiry

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Gots: be more conscious and deliberate about speaking the language of PYP and inquiry. Model how to be a PYP inquirer. 

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Gots: be more conscious and deliberate about speaking the language of PYP and inquiry. Model how to be a PYP inquirer. 

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Wants: What's the best way to ensure virtual students have access to the anchor charts and charts to refer to for writing.

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GOT - easy ways to turn teaching points into questions to help promote PYP
WANT -  more of these conversations

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GOT - looking at the link and then teaching point to really pull out what matters. Also, finding ways to change the perspective to inquiry based rather than "Today I want to teach you..."

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How to include the PYP. to the lessons. 10 minutes of teaching to 10 minutes of planning.

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Want: I'd like more time to work on this with my team.

Got: Using Inquiry more effectively by linking it to the program.

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Got-How to make the workshop more inquiry and needs based.

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Got: A new layout for planning via the table or the doc provided. Ideas for including PYP elements into the RW and WW planning.

Want: Less presentation time and more action time towards talking and working on these items with my team.

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Information Writing Digital Toolkit 2022

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GoogleSlide Anchor Chart- Character Unit Example

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GoogleSlide Anchor Chart- Character Unit Example

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Google slide Anchor Chart Info Writing Unit Example

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Google slide Anchor Chart Info Writing Unit Example

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GOT: Learned about Toolkits.

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Scope and Sequence: Letter Lessons and First Words

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Scope and Sequence: Letter Lessons and First Words

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Suggested Scope and Sequence: Letter Lessons and First Words

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Applying the Code - EKC Connections with Heidi Anne Mesmer

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Applying the Code - EKC Connections with Heidi Anne Mesmer

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EKCC #5 - Dr. Heidi Anne Mesmer - Erin Kent Consulting

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Heidi Anne Mesmer - Print Concepts Shared Reading Example

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Heidi Anne Mesmer - Print Concepts Shared Reading Example

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How to Do a Shared Reading With Print Referencing

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Spelling Stages - Determining  Instructional Focus

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Spelling Stages - Determining  Instructional Focus

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Spelling Stages - Determining Instructional Focus

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Over the years, kindergarteners have shown me that the kinds of environmental tools that they will actually use are: ones which are at their level, ones which they have meaningful memories (or ownership) creating, ones which they can see themselves in (via photographs or interests), and ones which they can touch and interact with.

Such thinking led to a transformation of the word wall in our classroom.

First, we replaced static words on a magnetic board with moveable word cards in pocket charts (an idea shared with me by Nekia Wise, Assistant Principal of PS 59 in NYC). The pocket charts allow kids to access and interact with the word wall, taking the snap words (or high-frequency words) in and out of the pockets.

With this setup, kindergartners loved taking the cards that they needed during independent time and in small group instruction. So much so, that we needed additional copies of cards stacked behind each snap word in the pocket charts.

Due to high demand, we decided to keep the snap word pocket chart in an additional location -one that kids could quickly access near the writing center.

The words in this pocket chart, in contrast, were organized in the order in which we had learned them. Here, it became evident that children had an easier time finding the snap word they needed to spell. They also enjoyed the extra practice of reading all of the snap words together. Many children seemed to prefer and have success with this sequential ordering.

With this in mind, when our Staff Developer, Shanna Schwartz, shard an idea from Renée Dinnerstein's kindergarten classroom - the snap word train - we were excited to give it a try.

The Snap Word Train

The snap word train features enlarged snap word cards, placed sequentially across a prominent wall (typically above the meeting area). The train grows as children learn new snap words.

My kindergarten colleagues and I have been using the snap word train for several years. We've noticed many advantages with this kind of layout:

1. Children have an easier time finding individual snap words:

In order for children to find snap words on a word wall, they need to be able to isolate the first letter sound. This can be especially challenging with snap words that begin with digraphs and vowels, or when children do not know letter-sound correspondence. Keeping the snap words on a sequential train makes the process of finding specific snap words more accessible.

The snap word train also allows children to exercise their visual sequential memory. In Visual Memory: Studies Show Visual Memory Superior to Auditory Memory for Reading and Recalling Details, the Integrated Learning Strategies Learning Center explains, "Visual sequential memory is your child's ability to remember symbols or characters in a certain order. This skill is especially important in spelling."

2. The words are large enough to be seen from anywhere in the classroom.

When snap ward cards are written in a smaller font, children often have to move closer in order to see them. This is not ideal during independent writing time, when they need to spend as much time as possible writing (and minimize transitions!). When the snap word train is strategically placed along a prominent wall, writers can easily see the words from wherever they are sitting.

3. They make for fun pointing and reading games.

When the snap word train is placed close to the meeting area, the class can quickly read the cards for a warm-up before shared reading (doing this in different kinds of voices makes it especially fun) or play a few rounds of"I spy." Children can also use pointers (or make their own, as pictured below) to practice touching and reading the snap words during small group instruction. With two pointers, kids can play "fly swatter," where they race to be the first one to touch a snap word that is called out.

4. It's exciting to see the train grow (and many children love trains!)

Have a big celebration when a new word is added to the train! New snap words can be kept near the easel, or in another location, while kids become familiar with them. After the class has practiced reading and writing new snap words across several days, they can cheer as the new cards join the train. This celebration can be followed by a choral reading of all of the cards on the train.

Kindergartners typically learn between 30-50 snap words, so thinking about space for the train is important. When the words on the train stretches all the way across the wall, children can vote on whether to continue the train across the next wall, or to make another story of the train above or below the first one (depending on the space in the classroom). Perhaps kids could even help add wheels or an engine to make the snap word train look like a real train!

5. Any word can become a snap word.

Being able to transfer skills between content areas makes learning more sticky. Snap words can be introduced purposefully (as suggested in the linked post), in alignment with reading or writing units of study. Other high-interest words that children are writing often can be learned as a snap word and added to the train. As a rule of thumb, if the word can be illustrated, it can be added to an alphabetically-organized word wall. If not, it can go on the snap word train.

What About the Rest of the Words on a Word Wall?

Kindergartners begin with a "Name wall," as recommended in the Units of Study in Phonics, by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Names of students, staff, or book characters are the first words added beneath each letter during a name study (based on Patricia Cunningham 's brilliant work).

The name wall, then, can grow into a "Sound" or "Alphabet Wall." Children can add meaningful pictures or photographs beneath each letter. Later in the year, as children learn blends and digraphs, they can add words with blends beneath each letter. High interest, or content-specific words (ones which can be illustrated with a visual, for support with reading) can also be added under each letter. Currently, in my classroom, the Alphabet Wall is placed directly below the snap word train on our magnetic board (as seen above). In previous years, I've also found success with the pocket chart Alphabet Wall, displayed at an accessible height.

At the end of kindergarten, we can help children prepare for first grade (when snap word cards are typically organized on a word wall). To do so, children can help decide where the snap word cards go on the Sound/Alphabet Wall. Snap word cards could also be kept in both places - the word train and Alphabet Wall - all year. For students who used a snap word train in kindergarten, first grade classrooms can also do the guided work of transitioning kids from a snap word train to a word wall at the beginning of the year.

It's Not Too Late!

If you've already begun adding snap word cards to a word wall, you can have a conversation with the class about the snap word train. You might say, "I've noticed that it can be tricky for us to find the snap words when they are so little or spread across the word wall. I saw another classroom where the words grow into a snap word train! Can I show you a picture? Should we see if this might help us quickly find the snap words we need?!"

Alternatively, if you teach first or second grade and have children who do not know letter-sound correspondence, you can keep a sequential chart of snap words (on a pocket chart and/or on an individual chart for folders) in addition to the word wall, as an additional support.

If you have found other successful ways of organizing or teaching snap words, please share your ideas in the comment section!

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Over the years, kindergarteners have shown me that the kinds of environmental tools that they will actually use are: ones which are at their level, ones which they have meaningful memories (or ownership) creating, ones which they can see themselves in (via photographs or interests), and ones which they can touch and interact with.

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Tasting the Consonants Chart with Visuals

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Tasting the Consonants Chart with Visuals

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Examples: Word Webs, Word Matrix, Word Wall, Making/Breaking, Sorting 

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Examples: Word Webs, Word Matrix, Word Wall, Making/Breaking, Sorting 

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Make a Copy before planning.

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from Vocabularians (2015)

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Isolated Lessons and Across Lit. Components

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Whole Class Word Study: K-2 Planning for Transfer

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Got- An excellent refresher on the importance of word study and the progression of phonological awareness in the classroom

Want- Meet with team to discuss pacing in the Letters and Sounds program that we implement

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Gots: ideas and tips for the implementation. Thanks for the padlet !
Want: ideas of how to differentiate word study in our synchronous model

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GOTs - importance of displaying names and honoring jokes in the classroom. More shared and interactive charts

WANTs - Using songs in phonics to make it joyful. Jokes of the day, making classroom boards more interactive

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GOTS-Ways to make Word Work more interactive with students in class and virtual.

WANTS-Specific grade level schedule for how to incorporate the resources and lessons into daily teaching.

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GOT - being more intentional with making word play fun

Wants - ways to differentiate word study in a synchronous model

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Gots- embedding word study into daily instruction and finding simple, joyful ways to make it engaging for kids!
wants- a schedule of ideas to differentiate for student during THIS type of learning (hybrid)

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Got: A better understanding of phonological awareness and phonics progression.

Want: To meet with my team to edit the pacing guide and discuss ideas for chants/songs/games/centers.

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Gots -  we are on the right track with phonological awareness

Wants - Pace ourselves with Phase 1

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Got- Speaking/Teaching explicitly
Want- More time to find/make/discuss games and strategies to engage virtual students when hybrid teaching

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Got- Assessing in a less stressful environment for kids (no need to sit them individually and assess)

We are on the right path with phonological awareness.

Want- more planning time to plan collaboratively. More direction in teaching phonics online especially phase 1 (all aspects)

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GOT: I am glad to see that we DO have phonological awareness everywhere inside our classroom, outside when we go and play and in every activity that we do.

Want: More strategies on teaching phonics to our age group. As in types of games, outdoor games even for online students.

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Got: Encouraging word curiosity in my students.

Want: A specified schedule of phonics and phonemic awareness throughout the week for consistency and cohesion.

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I have some thoughts... time to process. Thanks,

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Just some time to continue to build resources to make all these new things we learned easier.

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It would be great to meet collaboratively to pace out Phase One from letters and sounds so that we can focus on certain aspects and help students master them in due time.

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Making connections between Workshop lessons and phonics. Transference...

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Discussion regarding our online platform Seesaw and the types of activities we assign on it, for reading, writing and word study work.
I am also thinking about the value of independent work related to reader response to texts and reading comprehension. The recent MAP tests for reading, are still largely of this kind with students required to show their understanding of what they have read, in a traditional way, by answering questions.

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I think having time to put the pieces together and continue to work collaboratively.  We have been really lucky to have had the PD sessions, however once we leave, we are finding it difficult to follow up with everything. Having time to nut things out and talk about the next actions to take, would be great. Also time to complete the break down for the Super Powers units.

For the last session, I would really like to time to go back and work on something we have already discussed over the last few weeks, as a team.

Today we also spoke about making time to look more closely at Phonics and what it looks like for AISA.
Also - I just want to say a HUGE thank you for the time and resources already shared and given to us - Thanks.

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Want- more planning time to plan collaboratively. More direction in teaching phonics online especially phase 1 (all aspects)

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Got: Validation that we are on the right track

Want: Collaboration and Vertical alignment with Kg1 and 1st for a cohesive
S&S