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Some Picture Books for Shared Reading...

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Some Picture Books for Shared Reading...

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from Choice Literacy

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Picture Books for Shared Reading – Choice Literacy - DiCesare

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Two Tools to Support Emergent Storybook Reading

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Two Tools to Support Emergent Storybook Reading

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Two Tools to Support Emergent Storybook Reading

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Let's live it! Planning for Shared Reading...

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Let's live it! Planning for Shared Reading...

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A Guide to Design for Shared Reading - EY - TG

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1. Read the two documents below (focusing on the literacy side of the table in the document from the IB PYP).

2. Reflect and discuss with a small group: What's thriving? What's next?

3. Add your group's thinking to the Jamboard.

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CDNIS HK EY - Expression (Feb. 2023) - 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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tonya@tonyagilchrist.com

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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

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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Tweets by Mrs_Gilchrist

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Napper and Rao

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency g...

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Douglas Fisher, Nancy Frey, and Nancy Akhavan

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Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential?

The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include:

* Instructional materials comprised of both informational and narrative texts.
*The best uses of instructional delivery modes, including direct and dialogic instruction.
*Grouping patterns that work best to accomplish learning aims for different learners at different stages.
* Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency,
vocabulary, comprehension, and writing.
* Technology used as a tool for increasing learning of a specific literary process.

All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers.

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All the tools and tips you need to strike the right balance of high impact learning and realize the goal of balanced literacy instruction in your classroom.

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ILA Reading Research Quarterly - The Science of Reading Progresses

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ILA Reading Research Quarterly - The Science of Reading Progresses

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Nell K. Duke and Kelly B. Cartwright (2021)

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Debbie Miller

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Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

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"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Cecilia M. Espinosa and Laura Ascenzi-Moreno

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Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

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Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

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Danling Fu, Xenia Hadjioannou, and Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Lester L. Laminack and Katie Kelly

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Books as bridges enable readers to speak freely, think deeply, and take action. In Reading to Make a Difference, Lester and Katie build on the work of

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Edward L. Deci

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What motivates us as students, employees, and individuals?If you reward your children for doing their homework, they will usually respond by getting it done. But is this the most effective method of motivation? No, says psychologist Edward L. Deci, who challenges traditional thinking and shows th...

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Story Workshop: New Possibilities for Young Writers

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Story Workshop: New Possibilities for Young Writers

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Susan Harris MacKay

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Special Offer: Save 30% off our list price automatically when you buy 15 or more.

Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories? How can we establish a classroom community of beginning writers where equity, empathy, and compassion become part of the process and vital by-products of story writing?

Enter story workshop, a structure for early literacy that amplifies the relationship between play, art, and writing. Children develop ideas and stories through choices of art materials. By creating images through play, story workshop invites children to explore the "amazingness" (Nisa, age 10) of their ideas in a variety of art forms. "Through their stories," Susan writes, "students share the meaning they make of their experiences in the world." Children in every classroom environment feel empowered to transition from play to pencil as they add words to their stories.

Story Workshop includes an abundance of classroom videos, photos, and student samples that illustrate what is possible when children use words, colors, textures, shapes and all kinds of materials to create the stories they want to tell. Watch how students' imaginations soar, their love of writing blossoms, and their connections with one another become the focal point of your classroom.

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories?

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The Hundred Languages of Children (3rd Ed.)

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The Hundred Languages of Children (3rd Ed.)

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Editors: Carolyn Edwards, Lella Gandini, and George Forman

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Educators in Reggio Emilia, Italy, use a distinctive innovative approach that supports children's well-being and fosters their intellectual development through a systematic focus on symbolic representation. From birth through age six, young children are encouraged to explore their environment and express their understanding through many modes of expression or "languages," including verbal communication, movement, drawing, painting, sculpture, shadow play, collage, and music. This organic strategy has been shown to be highly effective, as the children in Reggio Emilia display surprising examples of symbolic skill and creativity.

This book describes how the world-renowned preschool services and accompanying practical strategies for children under six in Reggio Emilia have evolved in response to the community's demographic and political transformations, and to generational changes in both the educators and the parents of the children. The authors provide the reader with a comprehensive introduction to the Reggio Emilia experience, and address three of the most important central themes of the work in Reggio in detail: teaching and learning through relationships; the hundred languages of children, and how this concept has evolved; and integrating documentation into the process of observing, reflecting, and communicating.

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The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition

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Buy The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition: Read Kindle Store Reviews - Amazon.com

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Loose Parts 3: Inspiring Culturally Sustainable Environments 

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Loose Parts 3: Inspiring Culturally Sustainable Environments 

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Miriam Beloglovsky and Lisa Daly

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Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series)

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Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series) [Beloglovsky, Miriam, Daly, Lisa] on Amazon.com. *FREE* shipping on qualifying offers. Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series)

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Dr. Heidi Anne Mesmer

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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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One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

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One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

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You can find resources moving through this progression below.

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Dialogic Conversation - Engage, Repeat, Expand

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Dialogic Conversation - Engage, Repeat, Expand

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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Tonya Gilchrist

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Teaching Methods (Just in Time, not Just in Case)

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Teaching Methods (Just in Time, not Just in Case)

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Tonya Gilchrist

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Tonya Gilchrist

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please remember to label your response with your context: EY or Prep.

👇👇

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A Planning Guide for Latter Prep and Beyond...

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A Planning Guide for Latter Prep and Beyond...

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PYP & Workshop Lesson Planning Sheet - TG

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Considerations for Preparing the Environment

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Considerations for Preparing the Environment

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One Possible Flow for Beginning Story Workshop (Across One Month)...

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One Possible Flow for Beginning Story Workshop (Across One Month)...

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I loved seeing how I might start Story Workshop in my class. Seeing an actual timetable as well as how another teacher broke it down helps me think about how I could make this attainable. Baby steps help as I start to unpack this really amazing process. The book is so beautiful, but sometimes seems so far from where I am right now--I love that there are some simple steps to start building!

I also loved the idea of using placemats as a natural way to limit students without having to make it too difficult. I have spent a lot of time trying to find the best way to limit number of students without making it seem like I'm dictating the conditions of play.

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I think I'd like to try this out and then see what my wants might be. I think questions will come as I begin to explore.

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We loved:
How you highlighted & clarified what our roles are in an early years environment could be: (observers, documenters, etc.) co-players, provocateurs. We loved thinking about what role we play primarily when working with children and what roles we might want to try out.

It was nice to see how we could scaffold in play and what scaffolding of language looks like when we meet children in play.

We loved talking about co-construction, bringing agency and intention to playful learning spaces.

We enjoyed talking about meeting children in play and how deeply knowing our students can allow us to scaffold in the moment of learning.

When planning, we discussed knowing when to springboard, when to replay and when to change directions.

In meetings we have lots of discussions around space, intentionality of planning provocations and supporting student interest/choice/ and engagement.

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After reading the ILA Active View of Reading and knowing that Active Self Regulation is so vital to reading development, I wonder what we can be doing in Early Years classes to support the development of Active Self Regulation?

What could be some ways to capture student voice in the moment of play?

We also talked about ways we can store work to be continued on for next time--creating a parking lot?

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https://jamboard.google.com/d/172cwWc_tDMpdlYbnxHzngqIkvgDQAskuTU4lfyhm_sA/edit?usp=sharing

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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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Session 1:

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Sam Tries Story Workshop: Session 1 - 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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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please remember to label your response with your context: EY or Prep.

👇👇

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Got: The break down of confering and small groups and the timeline with approximate miunutes for each stage.

Wants: When and how we should start doing reading assessments.

Prep

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Gots: Not being tied to the small groups you may have created originally from data you've collected. May create small groups and individually confer with the students based on the week. Trying out the 1-2 week cycle

Wants: Try to figure out the logistics of creating good fit book bags/folders for the students

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Gots: I think seeing the readers on the move A-Z is so helpful and I see many of my students when I'm looking at this document. Really delving into them living the work in the band. Love that idea.  I like the Strategy Group Planning sheet and would really like to try that out in my class.

Wants: Try out the Strategy Group Planner and then see how it goes from there.

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Gots - validation for PLAY!

Wants - Time to collaborate with the team to consider how we can use time in our half day programme to make waves with story workshop. Our upcoming unit seems the perfect opportunity to get started with this.

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Loved everything about self regulation! It is so powerful and a great way to advocate for our stance in the EY environment.

I wonder...how else might we advocate for our pedagogical beliefs and lift up all that the children are doing and learning in the Early Years?

--so they see themselves as powerful learners and our communities view them in that same light?

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I got inspired by the rich discussions about play and the link to self regulation. I have new ideas for future planning and feel our practice as a team has been validated. I am eager to read Susan David's book on Emotional Agility as I find this topic fascinating and had never head it described as such. Moving forward, I'm feeling inspired to share some of this information with our parent community to help bridge their understanding of play and what we do here in the EY at CDNIS. Thank you!

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Going back to Descriptive Commentary, the way this is done in the EYE while kids play, looking at the ways in which we do this bilingually resonates. How we describe what we see, adjusting to their level, providing them the space to use what language they can to share with us in the pause, and how we respond so that they are validated and understand what we said is important.

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Gots: I love thinking about how we can promote engagement at the beginning of our HWEO unit through the use of stories and symbolic expression/play. We have planned to use a floor book during our next unit, which I think could provide opportunities for reflection back in the classroom after EYE time and inspire other learners.

Wants: Going back to the 'Self-regulated learners' slide from PYP EY document, I wonder if we could use this as a group documentation piece, where we have a large print out of the document and post evidence of each learning area through photos/quotes/other evidence as a team exploration. (This could form a piece of documentation we share with the parents?)

EY

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Gots: Validation for what we are currently doing well in the EYE at CDNIS
Want: More time to document and record child voice.

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Gots:
- the importance of self-regulation which can contribute to construct an efficient learning environment for children to play and learn
- reflect on the role of teachers: co-learner and co-constructor, agency of students and teachers
- parent education

Wants:
Strategies to support second language learners?
How to motivate students to use their second language throughout play?

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Wants:
What kinds of ideas/concept understandings/ games/ can provoke the early years kids to learn a second language spontaneously through the play-based learning environment?

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How can understanding the progression of text complexity empower my teaching?

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Sam Tries Story Workshop - Google Jamboard

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Through PLAY, children learn how to behave in situations with less guidance from teachers and make appropriate decisions about their behavior. Reflecting on what we've been doing (learning through play) helps children develop self-regulation.
WANT: need more time to documenting children's voice.

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IB PYP

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please remember to label your response with your context: EY or Prep.

👇👇

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Duke and Cartwright (2021)

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Gots: What word play can look like in a playful context

How we best utilise our times! Awesome!

Making it fun, enjoyable and being word curious

Wants: Could we have the ability to look through your slides so we can review it all?

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Prep Team Brings it all Together in a Transdisciplinary Context - Google Jamboard

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Prep Team Brings it all Together in a Transdisciplinary Context

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EY Team Creates a Floor Book to Strengthen Student Agency and Documentation in a Bilingual Context: 

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EY Team Creates a Floor Book to Strengthen Student Agency and Documentation in a Bilingual Context: 

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https://jamboard.google.com/d/1E0R__79ZIjU2a46yt8G9MwTbgYaGbxGqUrCx5KngmfQ/viewer?f=0

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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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One way a guided reading lesson can go...

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One way a guided reading lesson can go...

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CDNIS HK - Prep Reading Assessments - TG

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore next? —OR— What burning question is on your mind?

👇👇

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Gots: Super helpful guided reading resources/ plans

Wants: When working with small groups phonics instruction, how to provide the rest of the class with phonics instruction while also giving choice/independence?

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I love the template for guided reading and intentional design. I'm eager to try that out. The phonics resource is also lovely and takes a lot of the BIG ideas from Mesmer's book and compresses it into one short place.

Now that I have a basic understanding of the three types of groups that may be running, I'd be eager to try out what it might look two week cycles of what they can look like all together.

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It was super helpful to see the planning structure for phonics, guided reading and strategy groups all at once to see which ones best fit the needs of each group. I can also see how these will be useful in helping my EA to take the lead of a group.

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Gallery Walk of Monitoring and Documenting Possibilities - TG

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A Prototype with AISPP: Using a Progression of Australian Curricular Expectations as Look-fors

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A Prototype with AISPP: Using a Progression of Australian Curricular Expectations as Look-fors