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Compliment & Teach- 3-5 Narrative Writing

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The Writing Process - what students are doing

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The Writing Process - what students are doing

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A Danielson Observation of a TCRWP Fourth Grade Writing Workshop in an Integrated Co-Teaching Class - An Observation of a Writing Minilesson

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TP: Generating Ideas- Think of Important People
TP: Planning - Storyboarding

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Guangzhou Workshop Minilesson Planning Template

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Upper Grade Guided Reading (J and Above)

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Upper Grade Guided Reading (J and Above)

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Intro to Workshop - Course Reflection - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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A Writing Conference: Teaching a Student to Write for Audience (3-5)

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6th personal narratives conferring practice 

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The Classroom Essentials Series

A foundational guide to the principles, practices, structure, and daily routines of Writing Workshop.

*How can I get started with writing workshop, or refine my workshop?
*What are the essential elements of a writing workshop?
*How can I create daily structures and routines that support writers?

In this foundational guide, Katherine Bomer and Corinne Arens describe the elegant simplicity of a Writing Workshop focused on just three essentials-time, choice, and response. Based on the research-based belief that children learn to write best when we provide a predictable, daily structure for writing, Katherine and Corinne introduce teachers to the rituals and routines of writing workshop and suggest ways to take small, incremental steps toward implementing them. Shared from the viewpoint of two veteran educators who understand the issues and obstacles teachers face day to day, A Teacher's Guide to Writing Workshop Essentials also serves as a refresher for experienced workshop teachers looking for a chance to refocus, clarify, and extend the work in their practice. If your teaching has become more complicated and more focused on curriculum than on the writers sitting in front of you, if you're not sure what your students really need to support them as writers, or if you're just not sure how to get started with Writing Workshop, this guide is for you.

(click any section below to continue reading)

Contents

Part One: Writing Workshop Essentials
Writing Workshop Structure

Part Two: Time
Working In Time
What Students Do in the Writing "Bubble of Time"
What Teachers Do in the Writing "Bubble of Time"
Predictable Time Matters
Work That Extend Across Time
Protecting Writing Workshop Time
Benefits of Breaking Out of the "Bubble"
Writing Workshop and Multilingual Students

Part Three: Choice
Understanding Decision Making
Choice Matters
Possibilities for Maximizing Student Choice
Starting with Choice Right From the Start
Writing Workshop and Multilingual Students

Part Four: Response
Response Matters
Structures and Routines for Daily Response
Teaching Students About the Give and Take of Response
Extending Response Beyond the Walls of the Classroom
Writing Workshop and Multilingual Students

Part Five: Time, Choice, and Response Across a School Year
What You Will Likely See Early in the Year
What You Will Likely See as the Year Progresses
"I'm the Kind of Writer Who..."

Companion Resources

Related PD Services

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A Teacher's Guide to Writing Workshop Essentials: Time, Choice, Response

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A foundational guide to the principles, practices, structure, and daily routines of Writing Workshop. - Heinemann

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When I first started teaching reading and writing workshop, the hardest part was that I couldn't picture the classroom, the work. I couldn't see it. This was some of my internal dialogue. I was pretty skeptical. It was only by seeing people like Kathleen Tolan, Carl Andersen, and Mary Ehrenworth do the work of workshop in front of me that I began to become a believer.

As my editorial team and I worked on A Novel Approach, we realized that a set of videos might help. All of these videos-and many more-are available within the book. You will find them called out in special sidebars.
via GIPHY
I want to share a few of them here for anyone to see and use and discuss. They are not perfect - scratch that, I am not perfect. If I could, I would change a bunch so that I look like a perfect teacher, I am full of critique. In making these videos we wanted to capture some specific ideas in workshop teaching and in the book but we also wanted them to feel as authentic as possible with a boom mike and a film crew. So we tried not to cut too much, not to redo, we tried to keep things as real as possible. You will see imperfection. You will see me stumble. You will see some lessons land and some that only begin a journey. But I think there are moments that capture something kind of nice. Like this conference, with Charlotte.

In this conference, Charlotte and I work together to help her take the next step in her interpretation work and while we struggle at first, there is just a lovely moment when Charlotte turns a corner and knocks it out of the park. I think there are moves I make here to help her that you could do too:

This conference is similar - Jalissa and I have a good conversation, and we are able to find some work around language specificity that led her to some interesting places.

Or this mini-lesson in Peg Bruno's 6th grade classroom. It builds off of the work done before, pushing kids to use what they already know and go a bit further. It's pretty short, and pretty clear. I think if you are looking for a mini-lesson that does the parts of a lesson well, and that delivers a strategy clearly and succinctly, this is a good one to use. I also love that we see a boy totally unengaged in the lesson and in the "active engagement." This is what that part of the lesson is for - to look for kids who need some guidance.

Or this Read Aloud in Caine Schekner's classroom. I love here that while the kids don't seem super into the read aloud as like a whole class, when they talk to each other they are thoughtful, engaged, and pretty brilliant. I like that I work here to listen, take what they are doing well, and offer strategies to clarify, complicate, or multiply their thinking.

Each of these videos shows a way of teaching that can help kids access and practice the skills and strategies of a unit of study. I hope that they also show how these methods of teaching, this pedagogy, can help offer opportunities to connect to our students, and allow our goofy, scattered, quiet, or determined personality to come through our teaching. I became passionate about teaching workshop because I saw kids grow and move closer to their dreams, and because the ways I taught when I taught workshop helped me to see my students and truly listen to what they were telling me. I give myself a B/B+ in these videos for those relationship-building goals. But the point, to me, is that these methods of teaching help me to talk less, listen more, and teach rather than tell.

I hope they help you do the same.

♦ ♦ ♦

Thank you to Heinemann's Sherry Day, Michael Grover, Tobey Antao, and Dennis Doyle for the two-day photo shoot, and to Peg Bruno and Caine Schekner for the time with their kids.

KATE ROBERTS is a national literacy consultant, top-selling author, and popular keynote speaker. She taught reading and writing in Brooklyn, NY and worked as a literacy coach before joining the Teachers College Reading and Writing Project in 2005, where she worked as a Lead Staff Developer for 11 years. Kate's latest book, A Novel Approach, asks how we can teach whole class novels while still holding onto student centered practices like readers workshop. She is also the co-author of Falling in Love with Close Reading (with Christopher Lehman), DIY Literacy (with Maggie Beattie Roberts), and she co-wrote two Units of Study books on Literary Essay. Her work with students across the country has led to her belief that all kids can be insightful, academic thinkers when the work is demystified, broken down and made engaging. To this end, Kate has worked nationally and internationally to help teachers, schools, and districts develop and implement strong teaching practices and curriculum.

Follow Kate online.
Twitter:
@TeachKate Pinterest: /
Blog: IndentBlog KateAndMaggie.com

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A Peek at A Novel Approach Videos: Mini Lesson, Conferring, and Read Aloud with Kate Roberts

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Here, Kate Roberts shares just a few extended classroom clips from her book, A Novel Approach. In this blog, you'll get a chance to watch Kate confer with two different students, and see how Kate structures a mini-less and read aloud.

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Identifying Themes

Identifying Main Ideas & Details

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3rd Grade Narrative Example

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Skill Progressions, J. Serravallo

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Strategies and lessons for teaching writing in Kindergarten through elementary to seventh grade with differentiation and inquiry. Complete guide with ideas for small group guided, shared, and interactive writing. Improve engagement and independence though social support and teacher feedback.

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Overview from Literacy Teacher's Playbook

Interactive & Shared Writing Examples

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jordan@erinkentconsulting.com

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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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https://padlet.com/hannah_kolbo/litessayvideos?fbclid=IwAR0AQsWEMg0wrw0Eu1xQuzSO5AzxSBV6mB3ob6MFId3rG_6ig5E-c3BlUl4

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Graphic Novel series by bands of text complexity

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Graphic Novel series by bands of text complexity

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https://padlet.com/eric_hand/GNbands?fbclid=IwAR0b0IyQtes6HhwU7UZeoe-aeU7IBeSZcLZyt1OEBhMnrfOVPW-0zXqHSY0

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A two-minute overview of pedagogical translanguaging from
Eowyn Crisfield

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Launching Reading Workshop teaching points

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elizabethbkhoury@gmail.com

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Skill Progressions, TCRWP

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"These assessment tools make progress in writing as transparent, concrete, and obtainable as possible and put ownership for this progress into the hands of learners, allowing students and teachers to work toward a very clear image of what good writing entails."
-Lucy Calkins, Writing Pathways
Lucy Calkins' groundbreaking performance assessments offer instructional tools to support continuous assessment, timely feedback, and clear goals tied to learning progressions that have been aligned with world-class standards. Originally published as part of the bestselling Units of Study in Opinion/Argument, Information, and Narrative Writing, grades K-8, Writing Pathways is ideal for writing workshop, but suitable for any writing instruction context or curriculum.

This practical guide includes:

Learning progressions for opinion/argument, information, and narrative writing, which map the specific benchmarks students will master for every grade level

On-demand writing prompts that support schoolwide performance assessment

Student checklists to help students set goals and integrate crucial self-assessment into their work

Rubrics to support individual teachers and professional learning communities as they evaluate mastery and plan instruction within and across grade levels

Student writing samples that illustrate different ways students have exemplified standards and highlight essential features of each writing genre

Annotated exemplar pieces of writing on the same topic for every grade level that highlight the traits you can expect to see at each level of the learning progressions.

Who needs Writing Pathways?

Educators who are not yet ready to implement the full Units of Study curriculum can use Writing Pathways to get started with Lucy Calkins' proven approach to writing assessment and instruction.

Coaches and administrators who are supporting implementation of Lucy Calkins' Units of Study will find Writing Pathways to be an ideal resource to guide their work.

Who doesn't need Writing Pathways?

The content in this stand-alone edition is the same as in the previous editions found in Lucy Calkins' Units of Study (K-5 and 6-8 are combined in this new edition). Teachers who have the Units of Study do not need this new edition.
For more information, visit UnitsofStudy.com.

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"These assessment tools make progress in writing as transparent, concrete, and obtainable as possible and put ownership for this progress into the hands

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EKC

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Empowering Learners - Conferring Questions

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Empowering Learners - Conferring Questions

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Empowering Learners - Conferring Questions.pdf

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3rd Grade: Open Genre
4th Grade: Personal Narrative

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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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The Classroom Essentials Series

Writing conferences are a way to help both you and your students find joy in the writing process. And too, conferences can help you provide one-on-one instruction that covers a wide range of writing skills and strategies.

How can I get started with conferring or improve my conferences?
How can I fit conferences into my busy writing workshop schedule?
How can conferences help me meet the diverse needs of student writers?

Helping students become better writers is what writing conferences are all about.In A Teacher's Guide to Writing Conferences, Carl Anderson explains the underlying principles and reasons for conferring with students, and how to make writing conferences a part of your daily routine. With clear and accessible language, Carl guides you through the three main parts of a writing conference, and shows you the teaching moves and intentional language that can be used in each one. He helps you understand:
* how to get started with conferring, or improve your existing conferences
* how to use conferences to meet the diverse needs of your student writers
* how to fit conferences into your busy writing workshop schedule.
More than 25 videos bring the content to life, while Teacher Tips, Q&A's, and Recommended Reading lists provide everything you need to help you become a better writing teacher.

(click any section below to continue reading)

Contents

Part One: What Is a Writing Conference?
My First Writing Conference Was a Disaster
Writing Conferences Happen in Writing Workshop
What Is a Writing Conference?
Why Confer?
Part Two: Start by Discovering What the Student is Doing as a Writer
Invite Students to Talk About Their Writing
What Will Students Talk About?
Five Scenarios That Happen After You Ask, "How's It Going?"
Try It Yourself: Studying Your Conferring
Part Three: Assess and Decide What to Teach
Recognizing Patterns Is the Key to Good Decision-Making
Writing Patterns and Teaching Points
Try It Yourself: Building Your Knowledge of Writing Patterns and Teaching Points
Part Four: Then Teach Powerfully
Move One: Give Feedback
Move Two: Deliver a Teaching Point
Move Three: Coach
Move Four: Link to Independent Work
Studying the Four Teaching Moves in a Transcript of a Conference
Try It Yourself: Improving Your Conference Teaching

Companion Resources

Reviews

"With the videos included in this book, learning does not stop on the last page of the book. The art of teaching is taking something and creating a wonderful lesson that brings the learning to life. This is what the videos do for the book."-Lesley Miller, Director of Title I and Literacy, Frankfort, IN

"Carl does an excellent job of showing all the possibilities when conferring with writers. His teaching point library is probably the highlight of this book for veteran teachers. Excellent!"-Jill Hatcher, Literacy Coach

"This would have been invaluable to me in my first years of teaching. Not just the text, but as a way that teachers can talk to students, in ways that move the learning forward."-Tia Frahm, Assistant Professor

"I struggle with writing conferences, and this book was filled with helpful problem solvers. The many strategies offered quick and useful tools to support my teaching and the young writers in my classroom."-- Tiffany Jewell, Montessori Teacher

Related PD Services

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A Teacher's Guide to Writing Conferences

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Writing conferences are a way to help both you and your students find joy in the writing process. And too, conferences can help you provide one-on-one

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1. You Can Have It Both Ways: Reading Literature Deeply and Fostering Joyful, Independent Reading

2. Start with the Students: Identify the Skills Your Students Need

3. Look Beyond the Usual Suspects: Choose the Book Your Students Need

4. Map Out the Unit: Plan the Timing and the Strategies You'll Teach

5. Delight in the Details: Play Your Daily Instruction: Read-Alouds and Minilessons

6. Reach Everyone: Differentiate with Small Groups and Conferences

7. Keep Students Engaged: Address the Challenges of Teaching a Whole-Class Text

8. Track Growth: Assess Along the Way Through Writing About Reading

9. Launch Readers: Honor Choice to Develop Stronger, Independent Students

10. Celebrate Achievements: Assessing, Writing, and Making as an End to the Unit

Can't we provide both individualized instruction and challenging reading for our students? This book shows how we can do just that. In a nutshell:

1. We plan a unit in our classroom, naming the skill or skills that will be our primary focus.

2. We choose a whole-class novel that will both interest the kids and do the heavy lifting for the skills we plan to teach.

3. We plan our lessons accordingly.

That's it. Pretty simple. Of course, like many simple ideas in and out of education, the execution takes some doing. That's what the rest of the book is for. We'll begin with a deep dive into the troubles and triumphs of both whole-class novels and readers workshop and think about what we can aim for in our teaching (Chapter 1). Then, we'll follow the trajectory of a unit: choosing the skills and book you'll be using (Chapters 2 and 3), teaching with the whole-class novel (Chapters 4 and 5) and meeting individual needs while doing so (Chapters 6 and 7), assessing formatively (Chapter 8), helping students transfer the skills they've learned to book-club books (Chapter 9), and assessing summatively (Chapter 10).

- Introduction

"A Novel Approach dismantles timeworn methods for teaching whole class novels that consume class time, provide little relevance or rigor, and disengage students from reading. Kate Roberts offers an empowering road map for navigating whole class novels with your students while supporting their independent reading lives. A forward-thinking model for progressive literacy education."-Donalyn Miller, author of The Book Whisperer and Reading in the Wild

"I wish this book was around back when I completely stopped reading in High School. I lost years of my reading life, just as so many students turn away from reading in secondary grades because the assigned books are uninteresting, too confusing, or seem to drag on. Kate's approach shows us that when novel teaching is skills driven, brief, and complimented with book clubs, it can be more engaging to students and more rewarding for teachers."-Christopher Lehman, coauthor of Falling in Love with Close Reading and author of Energize Research Writing

"Increasing the volume of student reading starts with finding the right balance between independent reading, book club reading, and core work reading. And this is where A Novel Approach proves invaluable. Kate Roberts not only shows secondary teachers why achieving this balance is important, she demonstrates how to do it."-Kelly Gallagher, coauthor of 180 Days and author of Readicide

"There isn't a teacher among us who hasn't wondered, "How do I do all of this?" Reading this book is like having the world's best instructional coach by your side to help you craft a clear, manageable, and responsive approach to helping your students become better readers, thinkers, and people. Kate reminds us of the tremendous power of our instructional decisions on our students' reading lives, all the while, handing us resources, instilling in us a necessary confidence, and high-fiving us through pages of this book." -Allison Marchetti and Rebekah O'Dell, coauthors of Beyond Literary Analysis and Writing With Mentors

"Like any author worth her salt, Kate trusts her readers to bring their own expertise to the text. If you are expecting the definitive answer to the age-old question, "What's better: giving students opportunities for independent choice, or teaching with a whole class novel?" you won't get the answer. What you will get is Kate's straightforward, common sense approach on how to use both. Kate helps teachers weigh their options and make choices about what's best for their students. She shares her systems and structures and reassures readers that students of all levels can make growth."-Cris Tovani, coauthor of No More Telling as Teaching and I Read It, But I Don't Get It

"In A Novel Approach, Kate Roberts offers those of us in the classroom a witty, engaging, and thoughtful examination of a problem we are all grappling with one way or another: How to teach whole-classs novels in ways that challenge and engage not only our students but us! This thoughtful book provides a range of approaches that would work in different classes with different kids. Just as important, though, it shows us that it is still possible to be the sort of English teacher we wanted to be when we entered the profession."-Jim Burke, author of The English Teacher's Companion

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A practical framework for creating units that combine whole-class novels and independent reading to truly help students grow as readers. Take a deep dive into the troubles and triumphs of both to find a student-centered, balanced approach to teaching reading.

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https://www.lideresdeliteracy.com/post/multilingual-and-multimodal-text-sets-10-ways-to-curate-use-text-sets-in-rw-and-gr

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https://www.uniteforliteracy.com/#

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https://seidlitzblog.org/2022/04/06/co-teaching-in-reading-writing-classrooms/?fbclid=IwAR1N9L6FHNddnAgAhd5SVld6epUF3Z5YQ05Ln55pHJnE_0MIaK0bQnRLdu0&fs=e&s=cl

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by Valentina Gonzalez

(adapted from ValentinaESL.com)

Co-teaching can be a powerful instruction approach and beneficial to the students in the classroom. One of the best things about co-teaching is that it can lower the student-teacher ratio, allowing for more interaction with individual students and customized instruction. Yet sometimes, co-teachers in reading and writing classrooms find themselves feeling underused. When one teacher reads aloud to the class, what can the co-teacher do to add value to the lesson? Or, when one teacher conducts a shared reading, how can the co-teacher support instruction?

Many ESL teachers who find themselves co-teaching in classrooms during reading and writing blocks wonder how co-teaching fits in with literacy components. They want to know how to best utilize two teachers in the room during reading and writing instruction. The last thing any teacher wants to do is spend their days standing at the back of a classroom, watching and listening while another teacher models reading and writing. Knowing which co-teaching approach best fits each literacy component helps maximize the time spent in the classroom.

Read-Aloud

A read-aloud is a planned oral reading of a text. Depending on the students' grade level, reading level, and language level, the read-aloud could be a wordless picture book, a picture book, a chapter book, an excerpt from a book, a song or poem, etc. The read-aloud allows students to hear text at a higher level than they can read independently. It also supports vocabulary development, critical thinking, comprehension, listening, speaking, reading, writing, and more. Read-alouds usually happen in a whole group setting.

Mini-Lesson

The mini-lesson is a short, explicit, whole-group lesson that teaches one skill students can use in reading or writing. Then students are sent off to read or write independently while the teacher confers with students or gathers a small group for guided reading/writing or strategy lessons (see more under Small Groups).

Shared Reading/Writing

During shared reading or writing, the teacher and the students work together to read or write a text. Often teachers use big books or enlarge a text for all students to see for shared reading. Shared reading/writing is part of the "WE do" in the Guided Release of Responsibility. Shared reading and writing can be done in whole or small group settings.

Independent Reading/Writing

Independent reading or writing is the time when students read or write on their own. To become stronger readers, students benefit from time practicing reading. Students read books of their choice during independent reading. Independent writing is very similar, but students are writing on self-selected topics instead of reading.

Word Work/Word Study

Students study letters, sounds, words, and their connections during word work or word study. This is a great way to build vocabulary that will be useful in reading, writing, listening, and speaking. Word work is very beneficial to language learners, but lessons should be quick, authentic, and engaging. Word Work can be done whole group but is also effective in a small group setting tailored to group/student needs.

Small Groups Activities

Guided Reading

Guided reading is gathering a small group of students who are reading at a similar level and listening to them read a given text. The purpose of guided reading is to help students grow as readers. The teacher begins by introducing the book or text, and then students read while the teacher listens in on each student. The teacher is able to offer support, guide, and confer with each student in the small group setting.

Strategy Groups

Similar to guided reading, strategy groups are small group instruction. But rather than based on similar reading levels, students work on a certain reading or writing skill. Students may be on varying levels. The teacher begins with a mini-lesson and then invites students to practice the strategy while they are with the teacher in the small group. The teacher is there to guide and support each student as they try the strategy.

Conferring

Conferring is the smallest version of a small group and is simply a one-on-one conversation with students about their reading or writing. The formative assessment gathered during conferring helps teachers build strategy groups and guided reading groups. This individual attention is valuable to student growth and progress, and it can also help build relationships and support each student where they are as readers and writers.

One Teach, One Assist

This is one of the least effective approaches yet most observed in classrooms. During this co-teaching approach, one teacher leads instruction while the other assists a student or wanders around the room to help a few students as needed.

One Teach, One Record

This approach is helpful prior to a staffing, RTI meeting, ARD, LPAC, or parent-teacher conference, but it should not be overused. During this co-teaching approach, one teacher leads instruction while the other observes a particular student and gathers data. The data can be used to guide instruction or to bring to the upcoming meeting.

Parallel Teaching

This approach is highly effective because it lowers the student-teacher ratio. During this co-teaching approach, the class is divided equally into heterogeneous groups. Each teacher teaches the same content to the group of students, and it's helpful to separate the groups based on student needs.

Station Teaching

This approach is another highly effective method of lowering the student-teacher ratio while differentiating instruction. The class is divided into three groups, and each will rotate through 3 stations. Each teacher will facilitate a station, and the final station is independent reading or writing.

Alternative Teaching

This approach is highly effective because it allows for small group teaching and differentiation based on needs. While one teacher leads instruction with the majority of the class, the other teacher gathers a small group. Alternative teaching offers the ability to meet with a group of students who have a similar goal, such as word work, pre-teach vocabulary, reteach a skill, or enrich and extend learning.

Team Teaching

Though this approach is effective, it is often misunderstood and confused with One Teach, One Assist. Team Teaching requires complete sharing of responsibilities in the classroom, including planning, assessment, teaching, etc. When team teaching is effective, both teachers have planned instruction together and work like a well-oiled wheel to present content in the classroom.

In the following chart, we merge the literacy components and co-teaching approaches. ( PDF of the chart.)

Effective co-teaching happens when teachers build a strong, healthy relationship with one another, respect each other, plan together, and see one another as equals in the classroom. All students should see both teachers as "their teachers." If you are the ESL teacher or a support teacher going into a classroom, always remember to think of yourself as another teacher in that room and not as a guest. On the other hand, if you have an ESL or support teacher coming to your classroom, remember to share the space.

Valentina Gonzalez is a content creator, educational consultant for Seidlitz Education, and the co-author of Reading & Writing with English Learners: A Framework for K-5.

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Co-Teaching in Reading & Writing Classrooms

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by Valentina Gonzalez (adapted from ValentinaESL.com) Co-teaching can be a powerful instruction approach and beneficial to the students in the classroom. One of the best things about co-teaching is that it can lower the student-teacher ratio, allowing for more interaction with individual students and customized instruction.

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PYP Minilesson Lesson Planning Sheet - Intro to WS 2022 K-2

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Got - a overall understanding of the Framework and the structure of Workshop style - Good model of what a mini lesson woudl look like , sound like

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Got - A demo of the brevity and clarity of a mini-lesson.

Wants- How do you tend to the "early finishers" in class?

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Looking for the big picture planning / ideas... (I know it will come) - but if our focus is narrative, do we plan together for a series of mini-lessons to support students as readers and writers of narratives to fill their tool box as readers and writers?

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WANT - More strategies for writing workshops other than mini lessons. How to encourage students to include more vocabulary.

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I got a great intro to making a brief minilesson. I want to see a visual example of it planned on paper. 

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I got a great intro to making a brief minilesson. I want to see a visual example of it planned on paper. 

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How are the Clubs organised ? Coordinated? Is this student choice? Teacher choice?

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Got - the framework and importance of mini lesson
Wants - different teaching strategies and lesson outline to coach and plan the workshop

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Got -- clarifying the importance of time, choice, and response in Environment, Mini Lesson, Independent Time, and Closing
Wants -- Strategies for grades 9-12

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Got: Refresher on the overall framework of workshop and reoriented to the needs of middle school learners

Wants: Practical strategies for managing conferencing, conference notes, portfolios(?) etc.

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G: The general framework of workshopping and overall structure.
W: something for the early finishers that incorporated across curriculum areas or integration ideas for other subjects.

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GOTS: Learned a bit about mini-lessons and how to structure them and how they might aid students in their writing process. Also learned about the importance of feedback and conferencing with students to provide comments and pointers.

WANTS: Still struggling a bit with ideas on how to implement this in my subject as it is less focused on creative writing, but more on researching, argumentative writing, etc. But I can definitely distinguish some pointers on how to implement these ideas into my own subject.

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Got - a useful mini-lesson demo and an excellent suggestion for closing.
Want - more strategies.

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Got - Mini lessons should be short
Got - Teacher instructions must be brief but clear
Want - To know if you ever need to continue with a mini lesson the next class when several students are "stuck" with their writing.

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Launching Workshop Unit - Open Genre Grade 3

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Launching Workshop Unit - Open Genre Grade 3