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Choice Words by Johnston, Peter H. (2004) Paperback

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Buy Choice Words by Johnston, Peter H. (2004) Paperback by (ISBN: ) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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A Moving Child is a Learning Child: How the Body Teaches the Brain to Think (Birth to Age 7)

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A Moving Child is a Learning Child: How the Body Teaches the Brain to Think (Birth to Age 7)

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Gill Connell & Cheryl McCarthy

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family & relationships / child development

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thought and thinking - physiological aspects

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education & languages / education teaching

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education / early childhood (incl preschool & kindergarten)

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Just as kids' bodies need specific nutrients for good health, they also need a balanced diet of physical activity to help them reach their potential. This book explains the learning link between the body and the brain and what early childhood educators and caregivers can do to guide it. Writing i...

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BCIS Approach to Language Learning in the ECC

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BCIS Approach to Language Learning in the ECC

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Reading and Writing Workshop in International Schools FB Group

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Reading and Writing Workshop in International Schools FB Group

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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BCIS EY Session 1 Anchoring in our Beliefs

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Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom)

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Amazon.com: Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom): 9780325105444: Mesmer, Heidi Anne, Duke, Nell K: Books

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colleen@erinkentconsulting.com

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aiqinli86@gmail.com
Wechat: 13552743312

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We will always play with you....

It is a safe learning safe with protection and dignity...

It's okay to make mistakes and try new things...

We can help you reflect of what you've learned...

This is a safe environment...

We can keep you safe...

We can teach you new things...

We will learn with you...

It's okay to make mistakes...

You can say how you feel...

You can always ask for help...

We will support you through your learning journey...regardless of what that might look like...

We will give you love...

We will make learning meaningful and fun....

We will offer equal opportunities.....

We will listen and be present....

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Differentiation, Support, being compassionate, safe space, empowering, inspiring

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- Provide students with the tools/skills that they need to succeed (e.g. English level)
- Meet them where they are at so that the content is accessible
- Love and nurture the students
_ Keep the students and others safe

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Specifically, what does the perfect environment look like?

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Specifically, what does the perfect environment look like?

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Why are we played based learning but don't use the word play with the students?

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I like the idea of thinking of values and how they are represented/undermined in my classroom. It will be really helpful when reassessing and setting up new learning environments! Thanks

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I want to change more of my learning environment. Up until now, it's been my words, learning, safety, etc. But now I feel like I need to change my physical space.

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What was helpful - learning about how slight changes to our vocabulary can make a big difference. Sometimes we can get so caught up in making the big changes, it's easy to forget about the little things!

Wonderings - When can you stop repeating content? The children may be repeating new vocabulary, but I always worry about "completing" that section of learning moving on and the new words being forgotten. How can we ensure we are organically building on vocabulary consistently, especially when it comes to children being on holiday or when they spend time away from school.

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The activity where we looked at pictures of the learning environment and asked what value do you see in the areas was a good reminder and a good tool for reflection and assessment of the areas in my classroom.

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The Third Teacher is not just about the physical environment but also our language and actions.

I wonder how other teachers plan what to listen for and observe in their classrooms, then what strategies they find best for documenting.

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Gots: Being reminded to be mindful of the power of positive presumptions.

Wants: When and how much to change areas, how much text visual is too much?

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I enjoyed the reflection on our personal values and connecting it to how we prepare the third teacher (our classrooms).

I look forward to exploring literacy in the classroom further in the coming sessions and forming a common understanding of best practices for the ECC.

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I like the Values and refelcting back on what we believe as teachers and making promises to the children. Using vocabulary and how we change it was very helpful. I would like to add more text the environement as well as good documentation.

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Being always on the go, we hardly stop to wonder how and if our values is tied into our environment for the children. This has made me pause and wonder, reflect and challenge.

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I found it really helpful to reflect on values and how that can influence my classroom environment. 

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I found it really helpful to reflect on values and how that can influence my classroom environment. 

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I'd like to learn more about about documentation. As I find it challenging to plan when I'm unsure of what the children are expressing because of the language they speak. How as I team can we collaborate, document and record better to help facilitate childrens learning which will also help support teachers understanding of children to.

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I would like to learn more about the different ways we can develop the different teacher roles

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I found it really helpful to reflect on values, in particular thinking about the obstacles.
I would really like to dig in to the documenter and researcher role.
Wondering - how can I best support the children during investigation time when I don't always understand the language they are speaking?

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It was fun and great opportunity to see my classroom learning areas through "Literacy " lens. We had a wonderful conversation about values in our team. We haven't had this kind of  conversation before, it was great to hear colleagues' values, believes and also what are in common. I would like to know the effective but also officiation ways of documenting within team.

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抱歉未能参加此次培训 但了解了一些昨天培

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抱歉未能参加此次培训 但了解了一些昨天培训的内容
非常赞同对以较小的孩子来讲 幼儿园里教师的肢体语言和表情会给孩子带来很大的影响，优化每一位老师的言行体现在幼儿园中尤为重要.
如 游戏中 阅读中 大小肢体运动中 等等.
期待下次的培训 谢谢😊

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这次的培训加深了我对语言和文字发展在幼儿

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这次的培训加深了我对语言和文字发展在幼儿的各个年龄段的理解以及区域的应用。非常喜欢老师用引导性的方式和例子阐明概念，有助于老师们将概念与实际课堂教学，环境布置相结合，并且应用到后续的教学中。最后环节的开放性问题的设置对我非常有启发，期待下一次的培训，希望能在下一次培训中获取到更多的实例与概念相结合的学习体验。 非常感谢！

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昨天参加培训，对早期读写有了更深入的了解

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昨天参加培训，对早期读写有了更深入的了解和认知，希望下次培训中老师可以分享多一些实际教学中针对不同年龄段孩子的具体实例，有助于我们更好的理解，学习到好的方法，让孩子有兴趣的参与，并能行之有效的去引导他们。

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1. 小组讨论、头脑风暴、集思广益，这些

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1. 小组讨论、头脑风暴、集思广益，这些对我的启发很大。在今后的教学实践中可以立刻尝试和运用到。
2. 接下来的培训中，我希望能够更多的了解在幼小阶段的儿童如何理解新词汇及概念、他们的认知范围及可接受范围是怎样的、如何结合实际实现因材施教。

Yafei

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非常感谢李老师昨天的培训，从培训中了解了

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非常感谢李老师昨天的培训，从培训中了解了读写的重要性，以及之前理解上的盲区。希望可以在以后的培训中听到更多在实际教学中应用的例子。

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这次培训对我最大的帮助，是让我更加了解到

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这次培训对我最大的帮助，是让我更加了解到创建学习环境的重要性。精心布置的学习环境能够更加自然的，有意义的帮助孩子进行早期听、说、读、写的训练。

下次培训我希望老师能够介绍一些基于实际教学的具体案例或者提供一些实用，易操作的工具能够帮助我们更好的培养孩子的早期读写能力。非常感谢。

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非常感谢李老师的分享与培训。
在培训中从价值观出发去思考环境创设，去理解早期读写的定义很有启发，让我们思考了自己的教育价值观。

希望培训的核心信息能够更清晰一些，比如透过这次工作坊，最主要的目的是...
另外，当中有些讨论以及内容有时听得时候不是很明白，希望能在互动过程中，可以确认一下老师们是否理解了所需要探讨的内容以及是否清楚明白想要传达的信息等。

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非常感谢老师的分享，昨天最大的收获就是要

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非常感谢老师的分享，昨天最大的收获就是要用心设置学习空间，在学习空间设计中更具有目的性，让细节中体现自己的教育信念和价值观，体现对学生学习的期待。

希望下次课程能够帮助我对literacy的概念和应用有更深的理解，能够更好的把握和了解早期读写的发展规律，更好地上手

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环创，学习材料，教师的语言和行为对幼儿自

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环创，学习材料，教师的语言和行为对幼儿自我认知，语言发展有潜移默化的影响。
希望了解更多关于不同年龄段幼儿语言发展的特点，如何针对性的引导，教学。谢谢
Joanna

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感谢老师的分享，此次工作坊让我从不同的角

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感谢老师的分享，此次工作坊让我从不同的角度了解早期读写的范畴，拓展了思维的纬度，回顾了以前的环境设置和教学的形式，会让我融会贯通，灵活运用其概念，更好的把想法展现出来。希望下次的课程多列举事例，理论和实践相结合，会更让人容易理解，或者可以先通过事例的分析，启发老师思考和表达。谢谢！期待下次的分享！

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让我印象最深的是李老师请老师们从自己最看重的三个概念的角度来观察和思考教室中的设置，让我感受到教学也是深层价值观的体现。希望下次可以更多的从literacy的角度获取更多的best practices.

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通过此次学习我感觉一些智力因素以外的诸如

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通过此次学习我感觉一些智力因素以外的诸如情感、兴趣等因素其实对于早期学习读写还是起着很重要的作用的。比如在我们的日常教室环境布置中，我们非常注重学生的兴趣所在，根据学生的兴趣变化进行相应调整，以激发学生的探索、学习热情，在潜移默化中培养学生的学习习惯和坚持。对于早期读者学习，通过丰富的图像、游戏，玩中学结合生动的语言、场景引导，循序渐进，更能使学生入门，喜欢上学习早期读写内容。

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通过本次李老师教学理论与实践的分享，以及

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通过本次李老师教学理论与实践的分享，以及和同事们的讨论，让我对幼儿前书写和阅读教学方面有了进一步的理解，深受启发。非常感谢！以下是下一次继续想和李老师学习的一些方面，供您参考，多谢！
- 学生/教师作为学习者
不同学段幼儿前书写技能的培养策略
不同阶段幼儿前阅读兴趣培养的策略

-教师作为学习者

幼小衔接方面：幼儿前书写和阅读与小学一年级的衔接指南学习资源和资料 （例如3-6岁儿童学习与发展指南）

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感谢李老师的分享！我非常喜欢把价值观和自己的教学空间相结合进行反思这个过程，让自己的环境创设变得更加有意义和有目的。我也非常期待在下次培训中，李老师能够分享游戏设计的实例支持早起读写。

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感谢李老师带来的启发以及给我们提供讨论与反思的机会，尤其是能够和不同年级的教育者之间的交流，这样在创设环境或设计活动等等的过程中，会更进一步地从纵向思考孩子接下来前书写技能的发展，比如toddler需要掌握的技能，如何过渡到nursery等。

那么希望在接下来的培训中，能够学习到一些评估学生现有的前书写技能的策略和标准，尤其是低龄阶段。

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非常荣幸参加李老师周三的培训！
帮助我更简单直接话的了解了IB的应用以及实践。激发了我的兴趣，从而更好的将概念消化。还了解了读写，带动了自己反思。再次感谢老师！

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周三的培训中很多人都分享了自己的经验，对

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周三的培训中很多人都分享了自己的经验，对于各个年龄段的早期读写特点有了更深入的了解。希望下次能够学习到更多实际例子。

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非常感谢昨天的培训，通过培训的内容让我更

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非常感谢昨天的培训，通过培训的内容让我更加了解早期读写的意义，也更加清楚早期读写在幼儿教育中的重要性。同时，也让我更加深刻的明白在日常工作中教学环境，老师的表情，行为举止等对教育行业的重要作用。期待下次培训可以学习更多东西，谢谢！

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likes: 1)the importance and structure of building identity, core beliefs and values; 2) reflecting on our values and beliefs; 3) using our values and beliefs to reflect on our environments; 4) recognizing and celebrating what has been happening with our language/early literacy approach. Wants: 1) more time to discuss and work in groups; 2)  follow-up practice to embed what has been learned in the workshop; 3) more examples would help facilitate our understandings; 4) opportunities to learn about how to develop children's Chinese language skills

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likes: 1)the importance and structure of building identity, core beliefs and values; 2) reflecting on our values and beliefs; 3) using our values and beliefs to reflect on our environments; 4) recognizing and celebrating what has been happening with our language/early literacy approach. Wants: 1) more time to discuss and work in groups; 2)  follow-up practice to embed what has been learned in the workshop; 3) more examples would help facilitate our understandings; 4) opportunities to learn about how to develop children's Chinese language skills

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感谢李老师这次的培训分享，收获良多，很喜

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感谢李老师这次的培训分享，收获良多，很喜欢一边讲一边让我们讨论头脑风暴的环节。参与互动性很强，很有意思。

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Gots：感谢老师的分享，收获良多。尤其

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Gots：感谢老师的分享，收获良多。尤其是对早期读写的概念和在教学实践当中的应用有了更加深刻的认知，同时也启发了我对不同年龄段幼儿在早期读写方面的思考和探索。
Wants：希望在今后的培训当中，老师对于概念的展开能够再详细和深入一些，便于更好的理解。谢谢，期待下次培训！

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本次活动中的小组讨论，不同年龄段和同年级

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本次活动中的小组讨论，不同年龄段和同年级的有针对性讨论很开阔思路，并且对于理解很有帮助。 我们现有的很多听说，甚至在中班和大班有些读和写，想知道如何针对玩中学的这个方面更加深入并且使读和写方面变得不那么枯燥，能更好发挥老师引导到位的针对每个不同孩子行之有效的方法

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很期待能有更多实践例子，谢谢。

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很期待能有更多实践例子，谢谢。

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感谢老师的培训让我对早期读写有了更深刻的

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感谢老师的培训让我对早期读写有了更深刻的认识，也希望在以后的培训中学到更多。希望老师可以多多列举些事例，谢谢！

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The Power of Documentation in the Early Childhood Classroom, by Hilary Seitz

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/seitz.pdf

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BCIS - EY Literacy Journey - Session 2 (1)

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I understand now that there are two kinds of documentation -- process and pedagogical documentation. I want to get better at taking meaningful notes during pedagogical documentation.

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Gots:
Good to take the time to reflect on play, the different types of play, and the perspectives which educators may take on how they might "organise" or "make" their areas based on the former.

Wants:
How to compile and display process documentation in an efficient and effective way? What tools or systems can help this in a very busy learning and teaching environment with mixed medium and camera rolls ...

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I liked the portion where we defined different play areas as a provocation, invitation or both. I enjoyed discussing examples of this and also thinking about ways to extend it.

I really loved the chart that covered the different kinds of play and teacher involvement

I enjoyed discussing our use of language, pausing, commentary, and dialogic conversation. Thinking about how we could extend this and where we can improve.

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Nutritious language was my biggest take away.

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Nutritious language was my biggest take away.

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Gots:
I enjoyed our discussion about invitation and provocation.
The pedagogical observation form and how we use nutrition language to enrich students' literacy.

Documentaion.

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Documentation field trip looks amazing and I want to look into more. Also do you have any recommendation on platform or APP for sharing documents within the team ( child observations and information) ? Something that is quick and easy to access between teachers.
Provocation and invitation, i'm still brainstorming about these two.

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Gots: It was thought provoking about reflecting about the different types of play and how we utilize them in the ECC. Wants: To learn more about process documentation and to see more examples of this. 

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Gots: It was thought provoking about reflecting about the different types of play and how we utilize them in the ECC. Wants: To learn more about process documentation and to see more examples of this. 

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It helps me to know that two different documentations and clear for different types of play. I will work on process documentation

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I guess when documentation, it's being very very intentional on our observations and the want to understand. I guess how we use our time and space and making flexible decisions in the classroom is important. How do I collaborate with others and get the team on board to ensure that the children's documentation is meaningful and understandable for the team to extend their learning within the classroom/learning environments.

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I would like to put my more attention next , using nutritious language, pausing, dialogic conversation to move impact the children's learning.

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I would like to put my more attention next , using nutritious language, pausing, dialogic conversation to move impact the children's learning.

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It was a really interesting discussion about invitations and provocations. I am still trying to develop my understanding between the difference of the two.

I wonder how I can better interact with children not speaking the same language as myself.

Im interested in learning about process documentation.

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Gots:
"Provocation" and "invitation" makes me deeply thinking the classroom setting and how can we support children's learning.

Wants:
documentation of children's learning journey

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Gots:
I'm using provocation and invitation everyday and it is good to know the difference and overlapping between them.
Remember to put on language lens!
I love the strategies to develop the oral language. I'll try dialogical conversation more.

Wants:
As most of our students are ELLs, how should we support their language learning better (second language acquisition)?