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Writing:  Understanding the standards, vertical alignment and instructional ideas to support curriculum maps and pacing guides.

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The Common Core Writing Book, K-5: Lessons for a Range of Tasks, Purposes, and Audiences

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Amazon.com: The Common Core Writing Book, K-5: Lessons for a Range of Tasks, Purposes, and Audiences: 9780325048055: Owocki, Gretchen: Books

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Teacher Copy
Reading: Understanding the standards, vertical alignment and instructional ideas to support curriculum maps and pacing guides.

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The Common Core Lesson Book, K-5: Working with Increasingly Complex Literature, Informational Text, and Foundational Reading Skills

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Amazon.com: The Common Core Lesson Book, K-5: Working with Increasingly Complex Literature, Informational Text, and Foundational Reading Skills: 9780325042930: Owocki, Gretchen: Books

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Teacher Copy
Genre Mini-Lessons-Writing, Small Group, Intervention

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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Teacher Copy
Reading: Genre Mini-Lessons, Small Group, Intervention

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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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Teachers from Book Groups have copies
Close Reading Strategies

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Strategies for Close Reading

Notice and Note by Kylene Beers and Bob Probst introduces 6 "signposts" to help students read closely, encouraging them to explore the text and find evidence to support their interpretations.

The book provides text-dependent anchor questions and model lessons to help teachers introduce each signpost. It's a practical guide to help create attentive readers who interpret text responsibly and reflect on its meaning in their lives.

"Just as rigor does not reside in the barbell but in the act of lifting it, rigor in reading is not an attribute of a text but rather of a reader's behavior-engaged, observant, responsive, questioning, analytical. The close reading strategies in Notice and Note will help you cultivate those critical reading habits that will make your students more attentive, thoughtful, independent readers."

-Kylene Beers and Robert E. Probst

Also available: Notice & Note/Reading Nonfiction Signpost Student Bookmarks
Notice and Note Book Club Facebook Page
In Notice and Note Kylene Beers and Bob Probst introduce 6 "signposts" that alert readers to significant moments in a work of literature and encourage students to read closely. Learning first to spot these signposts and then to question them, enables readers to explore the text, any text, finding evidence to support their interpretations. In short, these close reading strategies will help your students to notice and note.

In this timely and practical guide Kylene and Bob:

examine the new emphasis on text-dependent questions, rigor, text complexity, and what it means to be literate in the 21st century

identify 6 signposts that help readers understand and respond to character development, conflict, point of view, and theme

provide 6 text-dependent anchor questions that help readers take note and read more closely

offer 6 Notice and Note model lessons, including text selections and teaching tools, that help you introduce each signpost to your students.

Notice and Note will help create attentive readers who look closely at a text, interpret it responsibly, and reflect on what it means in their lives. It should help them become the responsive, rigorous, independent readers we not only want students to be but know our democracy demands.

A newNotice and Note Literature Log offers students practice finding the signposts-with over-the-shoulder coaching from Kylene and Bob. Save with 5-packs.

(click any section below to continue reading)

Contents

Part I, The Questions We Pondered, shares our thinking about some critical topics of today. Because our thinking about these topics mostly took the form of questions we asked of one another, we decided to present this section as a series of questions and our answers. Our answers, tentative as they are, may help you understand the thinking that guided our development of the Notice and Note Signposts. Also in Part I you'll see sections labeled "What you might wonder about." These are additional questions we thought you and others in your own learning community might want to discuss. See these questions as starting points for rich conversations about literacy education in your own classroom and your own school.
Part II, The Signposts We Found, explains the Notice and Note Signposts, the role of generalizable language, and the anchor question that accompanies each signpost.
Part III, The Lessons We Teach, provides model lessons for teaching the Signposts. This is our language and we don't expect it to work for you or your students until you've put it in your own words, but it will give you a start, a place to begin.
We hope that Notice and Note: Strategies for Close Reading will help students come to enjoy the pleasures of reading attentively and responsively. They will need you to put the right books in their hands, books in which they can get lost and books in which they can find themselves. And they'll need you, and other teachers like you, to invite them into the conversations that will transform them into the close and thoughtful readers whose entire lives will be enriched by books.

Part I: The Questions We Pondered
1. Is reading still reading?
2. And what is the role of fiction?
3. Where does rigor fit in with this discussion of reading?
4. What do we mean by intellectual communities?
5. What is the role of talk in creating intellectual communities?
6. Do text-dependent questions foster engagement?
7. What is "Close Reading?"
8. To talk about novels do we all need to be reading the same book?
9. As I'm choosing novels, don't the CCSS say novels must be harder, be more complex?
10. And one final question: Are we creating lifetime learners?

Part II: The Signposts We Found
1. The Notice and Note Signposts
2. Defining the Notice and Note Signposts
3. The Anchor Question for each Signpost
4. The Role of Generalizable Language in Teaching these Lessons
5. The Generalizable Language We Use for Each Signpost
6. Explaining the Signposts to Students
7. Assessment and the Notice and Note Signposts
8. Some Questions You Might Have

Part III The Lessons We Teach
1. Contrasts and Contradictions
2. The Aha Moment
3. Tough Questions
4. Words of the Wiser
5. Again and Again
6. Memory Moment

1.Student Survey on Discussions2. Rigor and Talk Checklist
3. Huswifery
4. Text complexity worksheet
5. Notice and Note Bookmark
6. Texts for teaching the Notice and Note Lessons

Companion Resources

Reviews

"Exceptionally well written, organized, and presented...very highly recommended."
-Susan Bethany, Midwest Book Review

Reviews from educators like you...

"This is the missing link. While the Common Core State Standards require students to read complex texts, read closely, and answer text-dependent questions, nothing shows us how to help students do all that during independent reading-nothing until Notice and Note came along. Kylene and Bob show us how we can attend to the demands of the CCSS and support engaged, attentive, independent readers."
-Darl Kiernan, PhD., literacy trainer, Northwest Regional Professional Development, NV

"As Bob and Kylene taught their Notice & Note lessons I watched our students become engaged and excited about reading. Students scoured the text to find support for their thinking, and struggling readers succeeded with texts that would have otherwise been discarded as too hard. Don't buy just one of these books-buy one for every teacher in your building!"
-Margaret Ruppert, literacy specialist, Akron Public Schools, Akron, OH

"Bob and Kylene shared these lessons in my class of eighth graders. When my students began to notice the signposts and ask the accompanying anchor questions, navigating a text became possible even for my struggling readers, and the text became something they not only deeply understood but also enjoyed."
-Jennifer Ochoa, middle school teacher, MS 324, New York City, NY

" Notice & Note will help you foster rigorous reading and high-level thinking while honoring your students' need to interact with what they read. Kylene and Bob forge connections between new academic standards and decades of reading research through commonsense strategies that encourage collaboration and engaged reading. This book is well worth noticing and noting."
-Donalyn Miller, author of The Book Whisperer and a grade 4 teacher, Ft. Worth, TX

"As Kylene and Bob taught their Notice & Note lessons at Chicago Shakespeare, I watched a room of teachers get curious, slightly anxious, and then completely enthusiastic about these new avenues for approaching literacy in their urban classrooms. Kylene and Bob understand research and real classrooms, which is why their work continues to be essential."
-Marilyn Halperin, Director of Education, Chicago Shakespeare Theater, IL

"Teaching students to respond to complex texts is a critical aspect of implementing the Common Core State Standards. When I use Notice & Note lessons in my professional development sessions, teachers invariably go deeper into long familiar texts. These strategies awaken our critical eye and direct us to explore text elements that we might otherwise ignore. Notice and Note strategies will improve how your students analyze and respond to any text."
-Patsy Dunton, ELA Specialist, Maine DOE

"As much as I love Beers and Probst's concept of signposts and anchor questions, I think my favorite part of Notice & Note is their section on "Letting Students Create Text-Dependent Questions." With a few simple steps, they demonstrate how to teach students to ask questions about texts to drive comprehension and learning. I love this approach because it makes texts accessible to everyone-after all, we can all think of questions as we read-but more importantly, it signals the importance of INQUIRY in learning and ENCOURAGES students to ask questions while reading, which is, in fact, what good readers do. This book makes a vital contribution to the ongoing discussion about how to help students become stronger readers."
-Sarah Tantillo, author of The Literacy Cookbook

Read the entire review at Only Good Books

Related PD Services

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Notice and Note by Kylene Beers and Bob Probst introduces six "signposts" to help readers identify significant moments in a work of literature and read closely. This practical guide offers six model lessons and anchor questions to help students become independent, attentive, and thoughtful readers.

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Units of Study in Opinion, Information, and Narrative Writing, Grade K

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Units of Study in Opinion, Information, and Narrative Writing, Grade K

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Teacher Set
Writing Resource

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Without Trade Pack

Lucy and her TCRWP colleagues draw on over 30 years of work to help children begin their lifelong writing journeys in kindergarten. Growth in kindergarten writing is astounding. Youngsters begin approximating writing in the first unit by drawing and labeling their own books. By the second unit, they begin to write true stories. In subsequent units, children write informational how-to texts and craft persuasive texts like petitions.

About the Kindergarten Units

The kindergarten units begin with Lucy and her colleagues helping children approximate writing by drawing and labeling first in all-about books and then in stories. The first unit, Launching the Writing Workshop, acknowledges that most children will be labeling their drawings-and the letters in those labels will include squiggles and diamonds. The second unit, Writing for Readers, helps children write true stories-but does so fully aware that the hard part will be writing read-able words. Growth in kindergarten is spectacular, and by the later kindergarten units, children are invited to use their new-found powers to live writerly lives. In How-To Books: Writing to Teach Others, Unit 3, students write informational how-to texts on a procedure familiar to them. In Persuasive Writing of All Kinds: Using Words to Make a Change, the fourth and final unit in the kindergarten series, students craft petitions, persuasive letters, and signs that rally people to address problems in the classroom, the school, and the world.
About the Series
Lucy Calkins and her colleagues have drawn on their work from more than three decades to develop a state-of-the-art curriculum in writing to:

help you teach opinion, information, and narrative writing with increasing complexity

foster high-level thinking, including regular chances to synthesize, analyze, and critique

develop and refine strategies for content-area writing

support greater independence and fluency

conduct strategic performance assessments to help monitor students' progress and differentiate instruction

provide a ladder of exemplar texts that model writing progressions across grades.

(click any section below to continue reading)

Purchase Recommendations and Options

Components

Four Units of Study

organized around the three types of writing mandated by the Common Core: opinion/argument, information, and narrative writing

lay out 4-5 weeks of instruction (16-18 sessions) in each unit

include all of the teaching points, minilessons, conferences, and small-group work needed to teach a comprehensive workshop curriculum

model Lucy and her colleagues' carefully crafted teaching moves and language

A Guide to the Writing Workshop, Primary Grades
crystallizes the essential principles, methods, and structures of effective writing workshop instruction (The now available for separate purchase, can be an essential manual for principals, curriculum coordinators, coaches, and others who are supporting implementation of Units of Study-or for anyone wanting to learn more about writing workshop).
If... Then... Curriculum

offers additional units of study

presents if/then conferring scenarios that support targeted instruction and differentiation

Writing Pathways: Performance Assessments and Learning Progressions

organized around a grades K-5 learning progression across opinion, information, and narrative writing

includes performance assessments, student checklists, rubrics, and leveled writing exemplars

also available in a K-8 edition for separate purchase: ideal for principals, curriculum coordinators, coaches, and other who are supporting teachers as they implement Units of Study

Large-Format Anchor Chart Sticky Notes
Large-format preprinted Anchor-Chart Sticky Notes with illustrated teaching points help teachers create and evolve anchor charts across each unit
Online Resources

Video Orientations

Spanish translations of important student and teacher resources-includes Spanish translations of writing samples to use with Writing Pathways, student checklists, Anchor Chart Sticky Notes, and numerous other classroom materials such as daily charts and folders. Also available are lists of Spanish-language mentor texts

Downloadable and printable files for the anchor charts, figures, student exemplars, homework assignments, and checklists in every session

Digital files for resources provided in Writing Pathways, including Writing Progressions, On-Demand Writing Prompts, Rubrics, and Student Writing Samples

Companion Resources

Trade Book Pack

TheKindergarten Trade Book Pack includes three age-appropriate trade books that are used in the units to model effective writing techniques, encourage students to read as writers, and provide background knowledge.

Creak! Said the Bed by Phyllis Root

Freight Train by Donald Crews

My First Soccer Game by Alyssa Satin Capucilli

Writing Pathways

Writing Pathways: Performance Assessments and Learning Progressions (included with each grade-level bundle) is also available in a K-8 edition for separate purchase: ideal for principals, curriculum coordinators, coaches, and other who are supporting teachers as they implement Units of Study

Supporting Materials

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Units of Study in Opinion, Information, and Narrative Writing (2016), Grade K

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Lucy and her TCRWP colleagues draw on over 30 years of work to help children begin their lifelong writing journeys in kindergarten. Growth in kindergarten

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Teacher Copy
Word Study

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Linda Hoyt (Author), Teresa Therriault (Author)

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Mastering the Mechanics: Grades 2–3: Ready-to-Use Lessons for Modeled, Guided and Independent Editing

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Amazon.com: Mastering the Mechanics: Grades 2–3: Ready-to-Use Lessons for Modeled, Guided and Independent Editing: 9780545048781: Hoyt, Linda, Therriault, Teresa: Books

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Teacher Copy
Word Study

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Mastering the Mechanics: Grades 4-5: Ready-to-Use Lessons for Modeled, Guided and Independent Editing

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At last, a collection of smart, breakthrough lessons that help you teach your students all the essential editing skills they need to create successful, polished writing. Each grade level specific book features a Year Long Planner that helps you chart your instruction across the school year, an in...

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Reading Liteature and informational-3-8
Some teachers have a copy

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chart sense: common sense charts to teach 3-8 informational text and literature

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - reading & phonics

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - reading & phonics

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teaching methods & materials - reading & phonics

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Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and Literature

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Amazon.com: Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and Literature (8601421012362): Linder, Rozlyn: Books

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Teaching Literacy in the Visible Learning Classroom

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Teaching Literacy in the Visible Learning Classroom

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High-leverage practices and strategies
Have done bookgroup
Sara has copies for future bookgroup

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teaching literacy in the visible learning classroom

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educational: english language & literacy

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research-based literacy strategies; education methods; literacy assessment; literacy lesson planning

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educational: english language & literacy

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Teaching Literacy in the Visible Learning Classroom, Grades K-5 (Corwin Literacy)

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Teaching Literacy in the Visible Learning Classroom, Grades K-5 (Corwin Literacy) [Fisher, Douglas, Frey, Nancy, Hattie, John] on Amazon.com. *FREE* shipping on qualifying offers. Teaching Literacy in the Visible Learning Classroom, Grades K-5 (Corwin Literacy)

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Classroom Subscription
Reading Text and Instructional Resources

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All classes 3-5

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K-5 Sara has a copy

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Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential.

Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through:

a wider and more comprehensive look at its place within a coherent literacy system

a refined and deeper understanding of its complexity

an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson

the teaching for systems of strategic actions

a rich text base that can support and extend student learning

the re-emerging role of shared reading as a way to lead guided and independent reading forward

the development of managed independent learning across the grades

an in-depth exploration of responsive teaching

the role of facilitative language in supporting change over time in students' processing systems

the identification of high-priority shifts in learning to focus on at each text level

the creation of a learning environment within which literacy and language can flourish.

Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts.
Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons

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Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell.

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Many teachers have copies. Sara has a few extras

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In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call "today's lesson"-or it doesn't happen at all.

The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards.

Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book

- Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice.
- Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation.
- Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target.
- Shows how to use learning targets to guide summative assessment and grading.

Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment.

What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

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learning targets: helping students aim for understanding in today's lesson

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education/teaching methods & materials - general

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education/teaching methods & materials - general

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Learning Targets: Helping Students Aim for Understanding in Today's Lesson

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Learning Targets: Helping Students Aim for Understanding in Today's Lesson [Connie M. Moss, Susan M. Brookhart] on Amazon.com. *FREE* shipping on qualifying offers. Learning Targets: Helping Students Aim for Understanding in Today's Lesson

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Guided Reading

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Grade Level Copy
Great for understanding all the standards and instructional ideas. Teams have found useful for writing learning targets.

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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For teachers who sometimes feel as if data-based instruction, differentiated groupings, and formative assessments somehow involve going over to The Dark Side, this book is a powerful antidote. It will help you know that you can hold tight to your deepest beliefs about children and literature, classrooms communities, and good teaching. Lucy Calkins
Author of Units of Study for Teaching Reading

In Teaching Reading in Small Groups , Jennifer Serravallo extends the powerful teaching that made Conferring with Readers a hit and helps you meet instructional challenges effectively and efficiently.

Jen shows how small groups help you uncover hidden time in your teaching for meeting individual students' needs. You'll work more closely with more children each day with her how-tos on:

using formative assessment to create groups of readers with common needs

differentiating for individuals, even when they're in a group

enhancing your Tier 1 and Tier 2 instruction.

You'll see how Jen captures the strength of individual conference while working with multiple students-even if they aren't reading the same book. For comprehension, fluency, engagement, print work strategies, and comprehension, she shares ideas for assessment and flexible grouping structures as well as her own teaching language. You'll help readers:

get into texts and get more out of them

learn vital strategies that help them read more challenging texts

talk about books with rigor and vigor.

"When we supplement individual conferences with small-group conferences," writes Jennifer Serravallo, "we work more efficiently and can deal well with higher benchmarks, larger class sizes, and the increasing demands placed on readers and teachers." Trust a master teacher and read Teaching Reading in Small Groups to find out how small groups can make a big difference in your classroom.

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Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers

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Amazon.com: Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers: 9780325026800: Jennifer Serravallo, Lucy Calkins: Books

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Small Group Instruction