# data[].attributes.body
It was good to hear from the teachers that it is okay to not use LC resources word for word. Instead, stick to the focus/target and customize the message to relate to our audience/students.

Workshop timeframe consistent with Lukas Reader’s Workshop. RUOS pacing right on track.

# data[].attributes.headline
Teachers meet with students. Ask about purpose 

# data[].attributes.subject
Teachers meet with students. Ask about purpose 

# data[].attributes.body
Keeping kids accountable for reading

# data[].attributes.headline
Boost: Amplify App that is phonics based and is free.

# data[].attributes.subject
Boost: Amplify App that is phonics based and is free.

# data[].attributes.body
I really liked how they totally sidelined the "script" aspect of Lucy and just consolidated the main points into an easy to follow SmartBoard presentation. It sounded like authentic teaching as opposed to script reading.

# data[].attributes.headline
Meets with students that need work with a skill or strategy 

# data[].attributes.subject
Meets with students that need work with a skill or strategy 

# data[].attributes.headline
Implementing choice into book selection to increase engagement and minimize behaviors 

# data[].attributes.subject
Implementing choice into book selection to increase engagement and minimize behaviors 

# data[].attributes.headline
Pull the progressions from 3rd grade for 2nd grade to provide big picture of where students are going. Good for extension work as well.

# data[].attributes.subject
Pull the progressions from 3rd grade for 2nd grade to provide big picture of where students are going. Good for extension work as well.

# data[].attributes.body
Conferring can be informal and casual. Annette even said she considers share outs from the carpet during whole class discussionto be a form of conferring.

# data[].attributes.headline
Utilize "reading mats" to keep students accountable about books they are reading 

# data[].attributes.subject
Utilize "reading mats" to keep students accountable about books they are reading 

# data[].attributes.body
RUOS Facebook for teachers to get ideas of lessons and resources. Its a great place to post questions that need answering.

# data[].attributes.body
These observations validate how conferring looks in LC.  The notetaking  varied based on individual style...that was okay.  It was not systematic.  I am very interested in seeing the outline for the 3, 2, 1 conferring.   Meet with three individuals, 2 partner groups and one small strategy group daily.  It seems manageable and I think that is what I currently do...just didn’t realize there is a term 3, 2,1 conferencing.

# data[].attributes.body
Do not start book clubs in the middle of units. Set them up at the start of the unit so you're not interrupting kids in the middle of a read to self book and expecting them to keep multiple stories going in their brains at the same time

# data[].attributes.body
2 partners
1 small group
Getting to more students--maximizing your time

# data[].attributes.body
3 Individual conferring
2 Partner conferring
1 Small group

# data[].attributes.body
3-2-1: everyday, meet with 3 individuals, 2 partner groups, and 1 whole group

# data[].attributes.body
Sometimes just having strategy groups in WIN time is enough.

# data[].attributes.headline
With higher students, you can have them write summaries 

# data[].attributes.subject
With higher students, you can have them write summaries 

# data[].attributes.body
Do retell maps etc to make sure that their writing is cohesive and on par with reading

# data[].attributes.body
Ashlee said her strategy groups are more of just one on one conferring in a whole group setting.

# data[].attributes.body
Free website with text that are not leveled. It is free for teachers, but there is a cost for parents.

# data[].attributes.headline
If guided is what you need--I think it is okay to spend the time to scaffold for students. You are pulling in Lucy, but adding in best practices for emergent readers

# data[].attributes.subject
If guided is what you need--I think it is okay to spend the time to scaffold for students. You are pulling in Lucy, but adding in best practices for emergent readers

# data[].attributes.body
Reading group for the students who needed guided practice with same text. Validated that it is okay to do reading groups, just different from strategy groups.

# data[].attributes.body
Include extra mini assessments instead of just waiting for two or three huge Lucy assessments per unit. The mini assessments can guide strategy groups

# data[].attributes.body
Time management--throw out mid workshop teaching if it is redundant. It is more important that they have time to read and practice the skill than it is to get through all of Lucy's points

# data[].attributes.body
Strategy groups, small groups with individual text. Can be used to reinforce targeted lesson or specific skill/concept.

# data[].attributes.body
Use backwards design to help me cut out unnecessary pieces. First, decide what you want them to be able to do by the end of the lesson, then decide which of Lucy's points support that

# data[].attributes.headline
Look for the learning target and it is ok not use Lucy as a script as long as you are getting the big picture across to students. 

# data[].attributes.subject
Look for the learning target and it is ok not use Lucy as a script as long as you are getting the big picture across to students. 

# data[].attributes.body
It was wonderful to hear, see and learn that we are on track here at Lukas Elementary, especially considering it is our first full year of implementation for most grades. It validated the work that is being done and confirmed that we are making progress and moving in the right direction.

# data[].attributes.body
Build is choice with your book selection to build engagement for all students.

# data[].attributes.body
Used a short, upbeat song to signal that it was time for a transition instead of using multiple verbal cues. If they're not on the carpet by the end of the song, lost Dojo point?

# data[].attributes.body
Offering more choice in reading materials, availability to shop, management of readers notebook to  capture learnings. Utilize more graphic organizers