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A Danielson Observation of a TCRWP Second Grade Reading Workshop and Interactive Read Aloud - An Observation of a Reading Minilesson

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Whole Class Instruction to Help Students Read Informational Texts Fluently, with an Eye Towards Main Ideas and Key Details (3-5)

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Whole Class Instruction to Help Students Read Informational Texts Fluently and with an Eye Towards Main Ideas and Key Details (3-5)

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Example Reading Minilesson - Intro to R/W 2022

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molly@erinkentconsulting.com

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Additional Chapter - Reading Strategies Book

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Additional Chapter - Reading Strategies Book

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ISF Intro to Reading Workshop-Session 2 (October 2022)

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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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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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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ISF Intro to Reading Workshop-Session 2 (October 2022) (1)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (2)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (3)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (7)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (8)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (9)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (10)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (4)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (5)

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ISF Intro to Reading Workshop-Session 2 (October 2022) (6)

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Gots: What was most helpful? What will you carry with you?

Wants: What are you wondering? What would you like to dig into in upcoming sessions?

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Gots: What was most helpful? What will you carry with you?

Wants: What are you wondering? What would you like to dig into in upcoming sessions?

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Gots: What was most helpful? What will you carry with you?

Wants: What are you wondering? What would you like to dig into in upcoming sessions?

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3 things I learned
2 things I want to try
1 question I still have

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Level I & L
PM Level 3

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Fluency
NF Text Features
Character Feelings

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ISF Intro to Reading Workshop- Session 4 (October 2022) (1)

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ISF Intro to Reading Workshop- Session 4 (October 2022) (2)

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ISF Intro to Reading Workshop- Session 4 (October 2022) (3)

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Identifying Character Traits
Finding Main Ideas & Details

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Grade 3-5 Guided Reading/Shared Text Examples

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Grade 3-5 Guided Reading/Shared Text Examples

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Upper Grade Guided Reading
Shared Text lessons- 1.Comprehension 2. Fluency/Comprehension

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Controlled R
Inflectional Ending S
CVC

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ISF Intro to Reading Workshop- Session 4 (October 2022)

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Learned: mini-lessons; setting up reading program in limited class time; collecting data
Try: plan over 2 weeks; collecting data (types of templates)
wonder: need to try it out then 'wonder'

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3 things I have learned
- The minilesson does not have to set perfect clarity for everyone. It should just demonstrate strtegies.
- Focus on relationship first with readers
- the importance of conferencing

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3 things.
--Feedback will extend into the future. "Your reading with so much emotion and confidence." not generalised or daily.
-Mini lessons can be short. . . keep the lesson space for practice.

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I want to try getting further ahead in the unit and charting what's coming up to better structure conferences.

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3 things I've learned:
-Don't look at workshop as task-based. The teaching point is not an assignment, and it's ok if they don't fully grasp straight away.
-Be more flexible/allow more freedom during reading time. Set up more reading spaces for the children to enjoy.

2 things I want to try:
-have the children sort the classroom library and create their own labels to make it more meaningful.
-notice patterns in conferencing and create small groups.

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3:
- Different types of prompts for children whom it might be difficult to confer with.

- The 3 Small Group Reading Structures.

- Architecture of a Mini-lesson.

2:
- "Compliment & Teaching Point" with Anchor Charts in RR

- The checklist for RW