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AS Doha - Image of the Child - Google Jamboard

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fay@erinkentconsulting.com

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AS Doha Session 3 Collaborative Planning + Assessment

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Reading and Writing Workshop in International Schools FB Group

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Reading and Writing Workshop in International Schools FB Group

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

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@literacylala

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ICS HK EY Session 1 Values, Environment, Start of Word Play

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ICS HK EY Session 1 Values, Environment, Start of Word Play (2)

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ICS HK EY Session 1 Values, Environment, Start of Word Play (1)

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"Finally, a book that has the power to stop the literacy pendulum swings! In Shifting the Balance, Burkins and Yates skillfully explore 'balanced literacy' and 'the science of reading' to find the sweet spots where they overlap, connect, and actually complement one another. The result is a resource that raises our level of instruction while helping children discover and reap the joyful rewards of reading."

"What are the research-based, critical elements for teaching reading? In Shifting the Balance, Jan and Kari give you the information, classroom examples, and tools to help you make the best decisions around six key shifts for instruction. After reviewing the misunderstandings, the science, and the needs of your students, you will be able to audit your current practices (individually, in a PLC, or system-wide) to provide responsive and effective literacy learning for all your students."

"In Shifting the Balance, Jan and Kari invite us to reflect and reexamine our beliefs about teaching reading. They gently nudge us to rethink and possibly adjust our early literacy practices. Jan and Kari have taken on this controversial topic by embracing vulnerability and modeling what it means to be truly reflective practitioners. This book is a must read for new and veteran teachers!"

"In Shifting the Balance, Kari and Jan have masterfully dispelled many of the myths and misunderstandings associated with reading instruction. Additionally, they offer classroom teachers and coaches six simple, practical shifts that have the power to transform the way we teach children how to read. Indeed, balanced literacy and science do exist in harmony, and we practitioners can offer our children both concurrently. Thank you, Kari and Jan, for this important work that is sure to change lives!"

"In Shifting the Balance, Jan Burkins and Kari Yates provide a safe space for teachers to courageously examine some long-held balanced literacy practices and turn a critical eye to where those practices have gotten out of balance. If you're willing to be vulnerable and move towards resolving the gap between research and practice, this book provides actionable steps you can take to shift your thinking and bring instruction into alignment with the scientific evidence."

"Shifting the Balance is a welcoming opportunity to reexamine our familiar teaching practices. Without judgment, Burkins and Yates invigorate these practices by inviting educators to make scientific shifts in the systems that have been in place for years. This book will revolutionize reading instruction and in turn, the lives of countless students."

"This book speaks to teachers. It is overwhelmingly clear that Jan Burkins and Kari Yates have been and are immersed in the world of today's classrooms. Shifting the Balance will help many rethink instruction in ways that will support all students. In the current version of the Reading Wars, it is difficult for any of us to say we were wrong about some of our beliefs or practices. And thus, few do. However, Jan Burkins and Kari Yates have done just that. This is as commendable as it is unusual."

"This book found me at just the right time! Shifting the Balance gives voice to the questions I've had in my mind about Balanced Literacy and the Science of Reading and provides clear insights on how to connect the best parts of both to benefit early readers. Throughout the book, Jan and Kari confirm practices worth holding onto while providing actionable next steps I can't wait to implement with students to strengthen my reading instruction."

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

Kari Yates is an author, speaker, consultant and staff developer with a passion for helping busy literacy educators thrive. Her experiences include classroom teacher, special education, Reading Recovery teacher, elementary principal and district literacy coordinator.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day [Mraz, Kristine, Porcelli, Alison, Tyler, Cheryl] on Amazon.com. *FREE* shipping on qualifying offers. Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom)

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Amazon.com: Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom): 9780325105444: Mesmer, Heidi Anne, Duke, Nell K: Books

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

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

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Fun, love, authenticity, curiosity, connection, safety.

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belonging, joy and wonder, security, love, (they want to come to school each day)

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belonging, joy and wonder, security, love, (they want to come to school each day)

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Safety, independence, agency, belonging, connection, mutual respect, time and space to learn and explore, feeling valued, having fun.

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Safe (physically/social-emotionally) learning environment, engaging learning activities, meet students where they are, meaningful/real life experiences, love, enjoy learning and exploring.

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Safe (physically/social-emotionally) learning environment, engaging learning activities, meet students where they are, meaningful/real life experiences, love, enjoy learning and exploring.

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Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities

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Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities [Sandra Duncan Edd, Jody Martin, Rebecca Kreth] on Amazon.com. *FREE* shipping on qualifying offers. Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities

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Working in the Reggio Way: A Beginner's Guide for American Teachers

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Amazon.com: Working in the Reggio Way: A Beginner's Guide for American Teachers: 9781929610648: Julianne P. Wurm, Celia Genishi: Books

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I'm feeling the children really need to begin seeing themselves learn and how they direct themselves in their environments.  As teachers we can capture this but putting it on an iPad "shelves" what they create. I want them to have it visible. Our printers always break down :(
Isabel KG

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I loved being reminded of the message that our classroom sends to our children. The word play section was a great reminder of how important word work is.

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Learning more ways to document authentically

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Learning more ways to document authentically

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Hold with me: what the learning environment says about your values

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Gots: Opportunity to reflect on personal values, ideas for "uninterrupted play", roles I need to work on.
Wants: More ideas on what a day might look like when we try to incorporate all types of play into our routines, and how to incorporate language play through provocations and invitations.
* Looking for ways to document things that are authentic and meaningful for children, more than "standard based assessments".

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KG                                                            Got: Ideas for word study, incorporate more songs& chants throughout the day, incorporate host/different languages in print environment.                                  Wants: Time to collaborate with teachers of what word study activities work well.

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KG                                                            Got: Ideas for word study, incorporate more songs& chants throughout the day, incorporate host/different languages in print environment.                                  Wants: Time to collaborate with teachers of what word study activities work well.

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The different types of play and the variation of teacher involvement and student autonomy/agency are different yet similar in all types of play. I also liked the integration/labeling of different items with the different languages within the classroom.
It would be helpful to learn more about documentation and provocation. Maie PK/KG learning support.

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Looking to get back to Pre-COVID core values and remembering what is most important

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Looking to get back to Pre-COVID core values and remembering what is most important

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Gots- values and beliefs around our youngest learners
Wants- How do structure our classrooms and the day in KG to support a more play based/child centered approach? (while weaving in the standards). What might a day look like and what does this mean logistically in terms of our environments, children, and the flow of the day?

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It was helpful learning about the different types of play and how they all play an important role in the early years.

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Gots: Continue to sing, play with rhyme, chant, and listen to sounds in language. Incorporate more forms of play. Giving opportunities for students to engage in the different types.
Wants: What are some ways I could be a co-constuctor of learning and be mindful of standards, pacing, etc?
Eman KG

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Gots:  I will take away what our classroom environment looks like, feels like and how that reflects the values that we share as a community.  Also the importance of chants and songs to use throughout the day.
Wants: It would be helpful to see some ideas on what more intentional play looks like when we are trying to fit so much in with the standards and pacing.

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Got - Anchoring our beliefs, promises, and values.
Want - Reflecting on what is our ECE program’s priority and philosophy?
Got - Strengthen our muscles to be a provocateur
Want - Reviewing our current program and adjusting and refining for purposeful play.
Got - The physical environment needs to be conducive for student interests, creativity, independence, and safety.
Want - How can I organize our rooms to obtain the minimal 42 sq. ft. per child or even the optimal amount of space per child, 50 sq. ft. for learning?
Got - (LOVE this statement): "Know what you are looking for so you will SEE what's already there"

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I loved hearing you explore and give suggestions on different ways to anchor our beliefs and values around our youngest learners, and how the responsive literacy instruction plays an important role within this play through various activities.

I want to continue to learn different types of play and the best way to develop our students learning needs and challenges within the EYs. As well as reviewing and reflecting on our current PK-KG programs (standards and pacing) and adjusting them to better meet all our students learning needs while building the students individual interests, their creativity, and independence.
Kim- PK & KG Learning support

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Dialogic & Commentary - Oral Language Development

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Dialogic & Commentary - Oral Language Development

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AS Doha Session 3 Collaborative Planning + Assessment (1)

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

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

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- What are some examples of a daily schedule that reflect time/ space for provocations/ invitations and different kinds of play.
PK4

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We are looking at how we might organize our spaces to create more opportunities for invitations to play during our exploration time. What materials spark interest?

Eman KG

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It was very helpful for me to see more examples of invitations and provocations. Thank you!

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It was very helpful for me to see more examples of invitations and provocations. Thank you!

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GOTS: It was great to spend some time reflecting on provocations and invitations. It was also good to talk about the different ways in which we can document (pedagogical/ Process).
WANTS:
- How can we make this work in classrooms where we don't really have the space to leave provocations out for more than an hour or so at a time? (Specially when children might not be ready to engage in a provocation yet, but might need more time/ exposure ).

Monica- PK4

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Gots:  ideas for provocations.  Wants: more real world examples of how this will work in our the classrooms.  (Jen) PreK 3

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Gots:  ideas for provocations.  Wants: more real world examples of how this will work in our the classrooms.  (Jen) PreK 3

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Gots: Children learn through play and exploration.
Wants: I want to find ways we can develop more of learning through play in our spaces. I want to develop a curriculum to support learning through play.

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Gots: Invitation vs. Provations, the importance of play
Wants: What would a child-centered, play based KG classroom look like (within the parameters of using TC Units (Reading, Writing, Phonics) and following our standards?

Shanna KG

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How do we fit everything in with the constrains of planning structured curriculum (for 5 subject areas daily) while following the KG standards? What would this look like? We all are on board and excited about the future possibilities of play based, child centered learning for KG but are concerned with adding on more to our plate. We're already feeling like we're not doing enough and playing catch up and trying to juggle so many different things trying to meet so many different needs. We also feel the pressure of making sure our students are equipped and prepared for grade one but we also want them to have developmentally appropriate learning experiences in KG.

How will parents be educated so we can gain their partnership? How will this be communicated to the parent community? How can we ensure that play is supported on an organizational level? How will we get support from the school community to understand that KG will be play-based and the benefits of this.

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Gots: Provocations facilitate children's learning through play, exploration, and curiosity and wonder.
Wants: Example of standards-based learning rubrics for Pre-K provocation play.

Diane - Pre-K 4

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Gots: it was great getting a detailed explanation of the differences between provocations and invitations.
Wants: to know how to create a play-based rubric that reflects the objectives needing to be met
Tracy-PK 3

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AS Doha Session 3 Collaborative Planning + Assessment (2)

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ICS HK EY Session 1 Values, Environment, Start of Word Play

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

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

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GOTS: It was helpful to talk about our documentation and learn about what others are doing.
WANTS: Maybe some time built in the next few weeks in to visit other people's classrooms and see what they are doing in terms of documentation/ visuals, and then time to share some highlights during the session.
I would like to see more examples of ways to document learning in different ways.

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Gots: It was beneficial to discuss and observe how others approached documentation.
Wants: How long do you typically leave panel or process documentation boards up for? How much time does it typically take to display this type of documentation?

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Share at least 1 change that you are committed to as a result of our learning together.

This might be something you've already implemented and/or a plan for the upcoming academic year.

Please include your name.

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AS Doha Session 4 Assessment in the EY (3)

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AS Doha Session 4 Assessment in the EY (2)

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AS Doha Session 4 Assessment in the EY (4)

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Reflecting on the environment and truly having it at the third teacher. Documentation at child's eye level, leaving learning where it happens, moving to a year long approach for my displays of learning as I learned from KAUST 🤗

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Being more intentional with student's self reflections, and giving them more opportunities to do that throughout the day/ week/ year.

Monica

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Displaying process based learning, being better at documenting social interactions and discussions as a means to shape my lessons. 

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Displaying process based learning, being better at documenting social interactions and discussions as a means to shape my lessons. 

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Being more habitual in my documentation and have it be purposeful for the students.
Mayane

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Next step: Planning with documentation in mind.

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Intentional provocations and invitations, documentation
Shanna

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Being more intentional with the "visible learning" of the students.

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Create a living learning environment-ongoing documentation, process work, spaces, etc...

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Being more organized with authentic documentation.   Jennifer

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Being more organized with authentic documentation.   Jennifer

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Susanne - Creating a classroom environment where I can document student learning. Creating spaces to document.

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Susanne - Creating a classroom environment where I can document student learning. Creating spaces to document.

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Truly setting up my classroom environment as the 3rd teacher. Having documentation boards at student's eye level, leaving engaged learning spaces intact until the students choose to remove it, and capturing learning all year along the perimeter and extended space outside of my classroom as I examined at KAUST 🤗