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3 things I will takeaway
2 things I want to try
1 thing I am still wondering

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Level Bands AB - KLM

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Text Complexity K-2 Tool for Supporting Readers.pdf

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Jennifer Serravallo: Understanding Texts and Readers

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Jennifer Serravallo: Understanding Texts and Readers

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The Fountas & Pinnell Literacy Continuum

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The Fountas & Pinnell Literacy Continuum

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Progression of skills based on reading level

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Heinemann is a publisher of professional resources and a provider of educational services for teachers, kindergarten through college.

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Videos for Narrative Interactive "Read" Alouds

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Go and try this with your readers. Build your own progression. Use the resources to guide your instruction and feedback to help propel your readers forward.

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The text complexity cards are great! They give such useful tips in an easy to access format for teachers AND students.

I would like any resources, tips, and ideas about the logistics of conferring with students, as far as "schedules" and "fitting it all in" during the reading block.
Also I'm interested in ideas for keeping records of the conferences - records for me but also for the students.

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Would like something more about organizing conferencing in the preschool - pre-k stting.

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We really enjoyed our session with you. We are very appreciative of the resources you  provided, such as the conferencing cards and text complexity level bends. We look forward to utilizing them with our students. Next time, we'd like to hear more about how to conference during book clubs, as opposed to conferencing 1:1 with students.

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All of the resources will be very valuable.
Wants: support with how to decide how to structure the mini lesson of readers workshop with a large chunk of lower level readers whose books don't match the content of the lessons.

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We really loved the conference cue cards and what to look for in text.

Also we found it was very valuable at studying different text and looking for the text complexity.

Wants:
How to teach phonics strategies during reading time.

How to use your conferencing notes for the next conferencing meeting.

How to help students who seem to plateau in reading.

Thank you!

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Your resources are fantastic! I would like something more specific about EAL resources. Thanks!

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Gots: Great experience with analyzing text complexity that I will try on my own to practice. Thanks for the good resources, I will use them straight away.

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Gots: Great experience with analyzing text complexity that I will try on my own to practice. Thanks for the good resources, I will use them straight away.

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Wants:help with the logistics of conferencing, some practical ideas for what "good conferencing " looks like.
Thank you so much, I really enjoyed this session.
Christine grade 5

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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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EKC

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EKC

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EKC Connections

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Honoring All Languages in Literacy Instruction

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Honoring All Languages in Literacy Instruction

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DisruptED TV

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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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choosing and using decodable texts: practical tips and strategies for enhancing phonics instruction

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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phonics; phonemic awareness; phonics instruction; decodable text; decodable readers; reading; early reading; emergent readers; science of reading; reading instruction; phonics lessons; reading lessons

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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Choosing and Using Decodable Texts: Practical Tips and Strategies for Enhancing Phonics Instruction

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Amazon.com: Choosing and Using Decodable Texts: Practical Tips and Strategies for Enhancing Phonics Instruction (9781338714630): Blevins, Wiley: Books

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

Educators everywhere are concerned about students whose reading development inexplicably plateaus, as well as those who face challenging texts without applying the strategies they've been taught. When such problems arise, our instinct is to do more. But when we summarize text before reading or guide students when they encounter difficult words, are we leading them to depend on our support? If we want students to use strategies independently, Jan and Kim believe that we must question the ways our scaffolding is getting in the way.

Next generation reading instruction is responsive to students' needs, and it develops readers who can integrate reading strategies without prompting from instructors. In Who's Doing The Work?, Jan and Kim examine how instructional mainstays such as read-aloud, shared reading, guided reading, and independent reading look in classrooms where students do more of the work. Classroom snapshots at the end of each chapter help translate the ideas in the book into practice.

Who's Doing the Work? offers a vision for adjusting reading instruction to better align with the goal of creating independent, proficient, and joyful readers.

Learn more about Who's Doing the Work? Lesson Sets.

Learn more about Who's Doing the Work? Independent Library Collections.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

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Architecture of Assessment RC-Fic.- HKCA

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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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3 take-aways
-That the mini -lesson is not  the most important; you are not teaching for mastery
-Keeping in mind that there are different types of conferences and being mindful of varying the conferencing
-Making listening a big part of the conference
2 things to try out
-A conferring schedule and record keeping system
-Planning different types of conferences
1 wondering
-decoding in the upper grades: how to fit it in effectively

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Takeaways:
1. The different types of conferencing and the benefits of using each at different times.
2. Setting goals for conferencing.
3. Body language, phrasing, and tone are equally important when conferencing.

To try out:
1. Keeping a record of conferences in a notebook.
2. 2 week rotation with conferencing.

Our wondering:
How do we guide students to independently understand when they've reached their own reading goal? Where do we go after that?

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Takeaways:
1. Looking at text complexity
2.Focusing on specific goals and strategies for conferencing
3. Giving specific compliments
Things I want to try:
Creating a schedule that works for me.
Having more time for guided reading.
Wonder..
How to change my mindset about the structure of the program and time management.

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3:
- Organised but not too rigid with conferences, etc.
- Compliment conferences
- Use decodable books

2:
- Book clubs for early readers
- Teacher partner reading

1:
- How to encourage the students to choose appropriate level books

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takeaways - it's okay to be flexible with the timings of lessons based on students' needs

decodable texts are supported by research and there is a place in reading instruction for simple storylines

listening while conferring is really important and the minilesson is not necessarily the meat of the lesson

want to try - fit it more complimenting conferences

better record keeping / what's the best way?

wonder - how to support and develop students' attention spans