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Jane Yolen

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Descriptions

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Bray and McClasky

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how to personalize learning: a practical guide for getting started and going deeper (corwin teaching essentials)

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personalized learning; universal design for learning; udl; blended learning; personalization

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How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials)

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Amazon.com: How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials) (9781506338538): Barbara A. Bray, Kathleen A. McClaskey: Books

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Jeff Zwiers

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Amazon.com : next steps with academic conversations

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Mike Anderson

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Amazon.com : what we say and how we say it matter

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Peter H. Johnston

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choice words: how our language affects children's learning

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language; strategic thinking; literacy strategies; voice

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning [Johnston, Peter H.] on Amazon.com. *FREE* shipping on qualifying offers. Choice Words: How Our Language Affects Children's Learning

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Kara Pranikoff

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teaching talk: a practical guide to fostering student thinking and conversation

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Teaching Talk: A Practical Guide to Fostering Student Thinking and Conversation

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Teaching Talk: A Practical Guide to Fostering Student Thinking and Conversation [Pranikoff, Kara] on Amazon.com. *FREE* shipping on qualifying offers. Teaching Talk: A Practical Guide to Fostering Student Thinking and Conversation

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Shana Frazin and Katy Wischow

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Unlocking the Power of Classroom Talk: Teaching Kids to Talk with Clarity and Purpose

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Amazon.com: Unlocking the Power of Classroom Talk: Teaching Kids to Talk with Clarity and Purpose (9780325098715): Frazin, Shana, Wischow, Katy: Books

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Descriptions

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Gots-
1. Voice & Choice- Continuum of voice is thought-provoking and important for our work ahead.
2. Talk to think - Running record - another important got as we think of building and nurturing talk.

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Gots: Very helpful learning from today's session is  that "Thinking takes time. Provide more time to think"
Also how to provide more thinking tools and generate questions for the reader to expand their thinking..

Wants: In what more possible ways can i  participate with the readers in identifying their challenges to engage and express.

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Gots:
1 Elements of Learner agency:
2. Running Thinking Record
3. Choice and Voice Continuum
4. Modelling and Co-creating together with students

Wants:
How can I provide opportunities for choice at different levels
How can I identify a student is at what level in the spectrum of voice

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Gots:
1. the importance of authentic and dependent thinking, and how to deepen our thinking.
2.Learner agency
3.Mentor moment
Wants: what can I do to help readers to engage and express themselves.

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Gots: Learner Agency- Voice ; giving voice to the child's thought. Channelizing the invisible process of reading to making it into a visible process of think. Mentor Moment

Wants: More ways to  co-create and co-design.

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The text reminds me of the cold winter nights I have spent on the roof making fog clouds and staring at the stars, all by myself, as a young child. My nose red with winter chill and my ears and forehead itchy because of the woolen cap I so disliked to wear.

I envisioned a boy holding his father’s hand, trying to keep up with his fast pace and absorbing as much as he could of that moment.

On the one hand the boy is excited and eager to see an owl and to be a part of the whole process, but on the other hand he is mentally prepared that all their effort might go waste. This makes me think that this boy is very patient and seems contented to be at least a part of this process of owling.

The boy is feeling dazed when he hears the sound of the owl. I think he was not expecting to hear the sound so easily.

I envisioned the giant feathery wings of a big owl above his head and big black shadow lurking above.

I think the author points out the hidden story, i.e. while owling we have to speak less and trust the process more, similarly in life sometimes we have to go with the flow instead of resisting it. Even if we  don't get the expected results the journey itself is very enriching.

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Jean Little

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I noticed that the boy is very observant about the happenings around him.
'I was not disappointed' this text makes me think the boy was also mentally prepared of any situation that could possibly happen.
I infer that the boy is very patient and sincere.

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Owl Moon The relationship between the narrator and pa reminds me of my relationship with my father. I say this because I would follow my father fishing, walking behind his back and after finding a good spot we would sit there and  he would tell me to keep quiet so I wouldn't scare away the fish.
I think the narrator is very patient since he was not complaining throughout the journey and quietly following pa’s instructions, he was also consistent. I say this because even after they failed the first time he was still hopeful and kept going .
I think the narrator felt very excited and happy when pa finally took him owling. I say this because he had been wanting to go owling with pa for a long time.

I wonder how the narrator would have felt if the owls had not answered them after all the effort .

This story tells me about the importance of hope. Hope makes us patient and strong, it makes the tough situation bearable. Just like how the narrator was in the story.

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1. Last Summer when  I started a little balcony garden outside my room. It was a totally new experience for me. I had no real prior knowledge and I was so in the flow.
2. I remember the smell of the soil, looking at the earth so up close.
3. The words I can think of to describe is: Joyful(to see those tiny shoots turning into beautiful fully grown plants,)

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Gots:
1. Partner talks
2. How to build independent ideas through talk

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From Disruptive Thinking (Beers and Probst)

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Disruptive Thinking: Why How We Read Matters

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Disruptive Thinking: Why How We Read Matters

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Kayleen Beers and Robert E Probst

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Jeff Zwiers

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Gots:  Continuum of  engagement from compliance to flow
Building independent talk though image and picture books
Using different strategies to tap their interest and motivation through partner talk, book introduction, play with ideas, squares of influence, event-o-meter, only questions allowed, speculative thinking

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EKC Connections

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EKCC #4 - Dr. Jeff Zwiers - Erin Kent Consulting

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Building Ideas through Conversation Skills

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Building Ideas through Conversation Skills

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EKC

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TCRWP

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TCRWP G4 Book Club Discussion - Out of the Dust.mp4

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Jean Little

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Gots : Continuum pf engagement and Motivation
Using visual tools to build talk
Reinforced the importance of talk.
Using picture book and whole group cues to foster thinking, speculative thinking.

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Gots: Continuum of engagement and motivation. Using partner talk to create the environment of active thinking.

Wants: Please guide for any more resources or games which can be used for "partner talk", for different age groups.

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Gots:
Continuum of engagement.
Continuum of Motivation.
Encouraging partner talk and using tools to invite questioning, speculative thinking to engage, express and meet learning goals.

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Gots:
1. Continuum of ownership and  purpose.
2. How to help readers build up their ideas through conversations using different starters.

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-Conversations can be ships, anchors or destinations.
- Conversational Skills: Building ideas brick by brick.
- Continuum of ownership: Raising the child's learning from compliance to the next level of investment and autonomy.

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Gots:
Power of talk-  conversation and comprehension skills.
Build up ideas by supporting-text evidence,
Clarifying- cultivating evidence,
and posing initial buildable ideas.

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One Up Artifacts of Learner Agency - Google Jamboard

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3 Things I Learned
2 Things I want to Try
1 Wondering I Have

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Jan Burkins Free Digital GR Books (with a running record form)

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Jan Burkins Free Digital GR Books (with a running record form)

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Many thanks to for letting me share these books as ebooks. For some ideas on how to use them and some descriptions of the ways they are connected, you may want to read this blog . These books are part of the Who's Doing the Work? collection for the K-2 Lesson Sets from Stenhouse. If you are interested in the lessons that go with them, you can download a set of free, sample lessons (reading art, read aloud, shared reading, guided reading, and independent reading) and learn more about the lesson sets,

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Virtual collection of beginning reading texts by Jan Burkins and Kim Yaris

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Many thanks to for letting me share these books as ebooks. For some ideas on how to use them and some descriptions of the ways they are connected, you may want to read this blog . These books are part of the Who's Doing the Work? collection for the K-2 Lesson Sets from Stenhouse.

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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Building Ideas through conversation
Wants: How do I know my students are ready to take control and ownership of their learning.