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I want to incorporate more student involvement in co-creating anchor charts

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I am really exciting about the Independent Reading Board that Harris shared, and I would LOVE to implement something like that in my classroom.

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Brady gave me some ideas for ways to get students engaged in learning something new.

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I am interested to see Daily 5. I would like to see her in action as some point.

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Giving students choice in reading and allowing them time to share about their books can spark a love of reading in students who are not already avid readers

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Harmon  Loved the book choice, menu choice and Book Reviews.

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Harmon  Loved the book choice, menu choice and Book Reviews.

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Very interested in Daily 5 and the rotating stations that are involved.  I would love to see this done in an upper grade classroom.

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I really liked the daily 5 and would like to work on implementing this in my classroom.

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I am interested in learning more about the Daily 5

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I liked how April has a separate set of books pulled for kids to do reports on.  I am going to try this so that my students don't waste time sorting through my library.

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I am interested in the options that Harris uses for her students' book reviews.

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I have a place for book reviews and encourage my students to share, but this year's group does not have as much initiative as last years. Maybe an incentive, pulling a name from those who contributed for the week, would give that extra boost to help some of my more reluctant ones to put in the extra effort.

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I am interested in how implementing book club discussions lead by student jobs will increase student inquiry and create meaningful connections.

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Reading book clubs were great to inspire deeper thinking.  Daily 5 engagement of students sounds exciting even if for a higher grade without an aide.  I could see limiting this to a Daily  3 in the beginning.

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I am interested in learning how to incorporate Daily 5 with my students.

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I am interested in doing more interactive writing/sharing the pen activities.

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I liked the idea of the Daily 5 in that it covers multiple skills and adds in a scheduled time for kids to have choice in their reading practice.

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I am interested in Daily Five.

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We are starting book clubs next week and I enjoyed talking to West about how she does it in her class. She does a few things differently than I did last year. I am interested in assigning specific jobs and possibly letting students discuss their books everyday instead of once a week.

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I am interested in how Mrs. West allowed more student choice in book clubs but letting the students draw jobs instead of picking the job. I also am interested in how having a book club "discussion" every day will work in my classroom and how beneficial it will be for my students.

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I want to incorporate more sharing the pen when making anchor charts with my students.

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I had chance to talk to Michele and Erin about "sharing the pen" and incorporating real, meaningful experiences.

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I am very interested in learning about daily 5. I would love the opportunity to watch Mrs. Ross or Mrs. Kuhn in action teaching the daily 5.

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I want to incorporate more rubrics for activities that I am doing in Science and Reading.  Lowe showed me a great rubric that he is using.  It has broad questions that narrow to more specific questions.

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I am really interested in trying the Daily 5! I learned the 5 different groups that go along with it.

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West offered a lot of insight on book clubs. I'm interested in seeing how having students change their book club jobs daily will benefit student engagement . I'm also interested in book club 'daily' rotations.

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I enjoyed hearing how Mrs. Pruitt and Mrs. West read/teach reading in their classroom

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I really enjoyed hearing about Daily 5. I want to incorporate something like this in my classroom.

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I have been curious about book clubs for a few years now. I would like to attempt to do one after talking with West. This would also allow my kids to have more choice in their reading. Putting my patience pants on!!

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1.  Need to work on allowing more time to interact with each other.
2.  Turn and Talk has great benefit to keep students on task and engaged in discussion
3. Allowing for real world examples provides an added benefit for ESOL learners.

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Positives:
differentiate instruction
sound/symbol relationships
incorporate traditional, digital, and online
Areas to improve:
approaches for ESOL students
emphasizing reading as meaning making process
creating a variety of text

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Things We Do Well
- making connections
- small groups to differentiate
- digital print and traditional text
Ways to Grow
-shorter mini-lessons
-ESOL- meeting needs

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-Writing in a small group setting
-Small groups with information geared towards their individual needs
-Reading A to Z - the assignment tasks

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Things we do well:
Daily 5 set up - word work, read to self, work on writing, read to someone, listen to reading
Guided Reading Groups - use of Reading A-Z
Sharing Time, Author's Chair
Clasroom Libraries, book baskets -  "good fit" books
Big Universe, Raz-Kids
Model writing everyday
Guided Readers Curriculum
Close Reads
Reader's Theater
Areas for Improvement:
Helping Kindergartners to think about their thinking

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Things we do well:
1. Variety of texts
2. Differentiated instruction
3. Small groups/literacy centers
4. Phonemic awareness instruction
5. Use of variety of instructional resources (online resources, more leveled readers, magazines)
Things to improve on:
1. Teaching higher level/critical thinking
2. Allowing time to interact with peers/sharing
3. Shared reading/book talks

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Using different instructional strategies. Need to provide more opportunity and time for students to work in small groups and centers. To utilize books to interact and create a variety of text. Need more instructional approach based on student needs. Oral language development.

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I need to allow more time to "train" and let students practice sharing their reading thoughts with each other.  Book talks and verbal students sharing is working well.  However, getting everyone on board including introverts and LD strudents is a struggle I am working on improving.

Big Universe has allowed deeper discussions about text since it is so easily available.  We can quickly compare several stories in one day.  I am trying to use Epic but haven't mastered this yet.  We (including me) are all a work in progress.

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Cheri Parker /Lindsay Thomas  I know that I need to allow time for students to interact more and share what they read with each other.

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Cheri Parker /Lindsay Thomas  I know that I need to allow time for students to interact more and share what they read with each other.

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They listen to stories but need to implement more vocabulary for fluency

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Things we do well:
-allow students to interact with others about reading and writing (book clubs, TAG, peer conferencing)
-provide a variety of opportunities for students to be engaged in  and create a variety of texts (historical narrative, informational, choice included within)
-use traditional print, digital, and online resources
-small groups for reading, allow for independent reading as well
-emphasize meaning-making while reading

Areas to improve:
-differentiate writing instruction
-Meet the needs of ESOL kids - planning specific strategies intended to help them

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Positives:
-Provide opportunities for students to be engaged in and create a variety of texts (essays, brochures, Tagxedos, PowToons, Venn Diagrams, Animotos, Padlets, Book Reviews, etc)
-Create a positive environments
-Lots of resources
-Allow students to interact
-Having students think deeply about text
-Willing to TRY ANYTHING!!!!! FLEXIBLE!!!!

Areas for Growth:
-Providing student choice
-Assessment types
-Share times
-Planning Time
-Meeting ESOL needs
-Differentiating Instruction to meet needs
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Things we do well:
*variety of text
*student choice
*share time
*Incorporating digital print and online sources
Things we can improve:
*student choice
*shortening mini lessons