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Twitter: @mrs_gilchrist
Facebook: Tonya Dawson Gilchrist
email: tonya@erinkentconsulting.com
websites: tonyagilchrist.com & erinkentconsulting.com

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Nurture a LOVE to read and write
Passion
Celebrate approximations - celebrate the learning
Feel comfortable & safe to take risks and try
Agency - set goals; be a part of the process; hear their voices
Encourage questioning & critical thinking
Make learning meaningful (and fun)
Access to different perspectives and voices
Caring and loving environment
Feedback to feedforward - Responsive
TIME to read, write, think, do
Find the joy of lifelong learning
MODEL lifelong learning, reading, writing

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1. How to 'juggle' multilingualism if teachers are in the same classroom and if students split up into classes.
2. How to 'juggle' time with the rest of PYP areas - Mathematics, Science

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I wonder how to maintain the integrity of the student's tensions/wonderings of the Unit of Inquiry (agency) as well as be accountable to the national curriculum?

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I wonder how to maintain the integrity of the student's tensions/wonderings of the Unit of Inquiry (agency) as well as be accountable to the national curriculum?

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How can we do an authentic workshop during online learning?

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I wonder what literacy can look and sound like with 2 - 45 minute blocks when you want to stay true to RW and WW?

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I wonder what literacy can look and sound like with 2 - 45 minute blocks when you want to stay true to RW and WW?

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I wonder how other international schools make time for readalouds and workshop

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I wonder how other international schools make time for readalouds and workshop

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1. I wonder how everyone runs their bilingual workshops? team/parallel?

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1. I wonder how everyone runs their bilingual workshops? team/parallel?

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I wonder how to incorporate multilingualism authentically into the reading and writing curriculum?

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I wonder how to incorporate multilingualism authentically into the reading and writing curriculum?

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Got: It was interesting to see how studies can extend beyond genres.

Want: I would like to see a study on craft or punctuation etc.

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Got:  Inquiry is already naturally a part of workshop and literacy! It won't be as hard to connect all of these things as I thought....

Want: Look at unit planners, find more resources for low-level readers to read about PYP topics but still at their level and interesting!

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Got: that agency and inquiry apply naturally to both the PYP  and the Reader's and Writer's Workshop.

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Got: that agency and inquiry apply naturally to both the PYP  and the Reader's and Writer's Workshop.

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I got that the workshop is about voice & choice. Giving children a choice to drive their inquiry forward. I think literacy in an inquiry classroom might be learning about the inquiry THROUGH literacy rather than ABOUT literacy.
I want to focus on strengthening my transdisciplinary approach to bringing literacy into the UoI, but at the same time being accountable to the curriculum.

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Something I got is the importance of teacher language in elevating the identity of the writer/reader

Something that I want is to examine is....upper primary. In my experience, I've seen a lot of PYP teachers that consider research and "reading to learn" as the literacy instruction during a UOI. So, with that in mind, how can we support those teachers in going deeper into literacy instruction and recognizing that this is still transdisciplinary learning.

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Got: How to turn everyone in the same direction to start the school year.
Want: Teaching workshop online.

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Got-confirmation of workshop needs to be example of balance literacy.  Inspired by the quotes

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Got-confirmation of workshop needs to be example of balance literacy.  Inspired by the quotes

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Want-more example of uoi and how to integrate that into rw

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Want: how to integrate, naturally, R&W's Workshop to a unit of inquiry

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Want: how to integrate, naturally, R&W's Workshop to a unit of inquiry

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Got that PYP and workshop are naturally intertwined.
Got that conferring is the heart of workshop
Want to share how can marry the workshop to UOI

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I love the workshop model and want to continue my support of teachers through the inquiry process. I want to dig into open genre unit planning and creating progressions of teaching points to create a story so I can support teachers in unpacking CCSS in a PYP school. (Lara)

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I love the workshop model and want to continue my support of teachers through the inquiry process. I want to dig into open genre unit planning and creating progressions of teaching points to create a story so I can support teachers in unpacking CCSS in a PYP school. (Lara)

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Got: a clear understanding of what workshop is and how well is amplifies the PYP framework.  Want:  How does workshop look during online learning?

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Got: a clear understanding of what workshop is and how well is amplifies the PYP framework.  Want:  How does workshop look during online learning?

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Gots- I realised how well the readers/writers workshop and learner agency blend well which I never noticed earlier
Wants: I would definitely like to experience a readers/writers workshop from Tonya and other experienced coaches

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Got- How the workshop model embodies inquiry and how we can look at the 'box' differently.
Wants: A look at some unit of writing and a closer look into inquiry based writing in the early years!

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Gots: I realized how readers and writers' abosolutely matches the PYP methodology

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Gots: I realized how readers and writers' abosolutely matches the PYP methodology

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I wonder how I can bring in word work effectively into the reader's writer's workshop.

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I wonder how I can bring in word work effectively into the reader's writer's workshop.

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Wants: To see examples of writers sessions to get more acquainted with it ( its my own goal to inquiry into it) 

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Wants: To see examples of writers sessions to get more acquainted with it ( its my own goal to inquiry into it) 

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Also to figure out with my team how  to improve our methodologies so that we can have a more balanced literacy approach in my school

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Gots- How the workshop structure blends with the PYP (Inquiry and Agency).
Wants- How to incorporate the workshops in the UOI planners.
Also, how to assess in a summative way the reading and writing. It is a requirement to have "marks".

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This is the Gr3/4 POI aligned with Australian Curriculum.
NB. Teachers have attempted to connect 'essential learnings' that connect authentically to the UoI's Central idea, Key Concepts & LOI.

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Matt Glover

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Katie Wood Ray & Matt Glover

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Katie Wood Ray & Matt Glover

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Two Master Teachers Review Their Thinking as They Confer with Beginning Writers

Watch Katie and Matt open up their thinking in classroom conferences with preschool, kindergarten, and first-grade writers in this groundbreaking video-enhanced ebook resource that features PD video from their personal collection, plus notes, forms, and charts that reveal their teaching methods.

You are purchasing a downloadable PDF version of Watch Katie and Matt... Sit Down and Teach Up which is viewable from either a PC or Mac computer. You will receive instructions with your email confirmation.

Note: iPad users should purchase the iBook version from iTunes for full multimedia capability. The PDF version is not compatible with the iPad.

Also available for $14.99 as a video-enhanced iBook for your iPad, iPhone, or iPod touch. To purchase the video-enhanced iBook version you can either go directly to iTunes by clicking here or you may visit the App store from your iPad, iPhone, or iPod touch device.

" We've used the video in this ebook in workshops around the country and time and again teachers have asked to have access to it for closer study in their own professional development."
-Katie Wood Ray and Matt Glover

Now, for the first time, Katie and Matt open up their thinking in authentic side-by-side classroom conferences with preschool, kindergarten, and first-grade writers. Watch Katie and Matt...Sit Down and Teach Up is a video-enhanced ebook featuring PD video from Katie and Matt's personal collection, plus the notes, forms, and charts that reveal their teaching methods. Choose how deeply you'd like to explore Katie and Matt's thought processes with three levels of access:

One: Simply read the introduction to each conference, watch the video, and reflect on it on your own with the help of a Conference Response form.

Two: Walk through Katie and Matt's thinking process by watching the video in segments and reading the extensive notes they've provided.

Three: Click on highlighted phrases and read Katie and Matt's more general insights about conferring relating to the specifics of each conference as it unfolds.

See for yourself the challenging practice of individualizing instruction for beginning writers at different stages of development and benefit from strategies developed by Katie and Matt is this groundbreaking professional ebook resource that seamlessly links text and video.

(click any section below to continue reading)

Contents

Introduction-Frequently Asked Questions
Conference One-Katie and William and a Book About a Dog
Conference Two-Katie and William and Another Book About a Dog
Conference Three-Matt and Isabella and an Alphabet Book About Animals
Conference Four-Katie and Thomas and a Book About Bakugan
Conference Five-Matt and Daytona and a Book About Princesses
Conference Six-Katie and Laurel and a Book About Baby Horses
Conference Seven-Matt and Anthony and a Book About Castles
Conference Eight-Katie and Amanda Caroline and a Book About a Baby Brother
Conference Nine-Matt and Medhee and a Book About Eels and Other Sea Animals
Conference Ten-Katie and Haley and a Book About Guinea Pigs
Conference Eleven-Matt and Miguel and a Book About Sharks
Conference Twelve-Katie and Amanda and a Book About a Big Brother
Conference Thirteen-Matt and Mitchel and a Book About Iguanas
Conference Fourteen-Katie and Eric and a Book About Mutants
Conference Fifteen- Matt and Juan and a Book About a Friend

Companion Resources

Reviews

"When watching the videos, you witness firsthand the impact of wise teaching decisions. The young writers grow and change before your eyes, and you feel like you are inside the classroom learning alongside Katie, Matt, and their protégés. This book portrays the essence of teaching with integrity. Every page and every conference is overflowing with insights and strategies our professional community has come to value in responsive, rigorous teaching."
Heidi Mills, Language Arts, July 2012
Read the entire reviewhere.

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Watch Katie and Matt . . . Sit Down and Teach Up eBook

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Watch Katie and Matt open up their thinking in classroom conferences with preschool, kindergarten, and first-grade writers in this groundbreaking video-enhanced ebook resource that features PD video from their personal collection, plus notes, forms, and charts that reveal their teaching methods. You are purchasing a downloadable PDF version of Watch Katie and Matt...

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This is the Grade 3 Planning document my team is using to check for horizontal alignment in the POI.

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4th Grade How We Express Ourselves Unit Planner

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4th Grade How We Express Ourselves Unit Planner

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This is a unit that we have adapted for the current situation for the end of this school year!

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This is our POI, but we have changed our central idea for our last unit of inquiry which is How We express ourselves to "Community responds to crisis in different ways".

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UOI Planner: Where we are in Place & Time- Year 2 (7-8 years old)

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UOI Planner: Where we are in Place & Time- Year 2 (7-8 years old)

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This is the planner teachers of my school are working on at this moment.

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UOI for 7-8 year olds that is really well liked and would like to see what we can do to enhance it.

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 ISL planner: How We Organize Ourselves 2019-2020 Networks

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This a G5 reading unit I created to make a more meaningful connection to what we were experiencing during the pandemic.

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Andrea Honigsfeld & Maria G. Dove

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"Supporting one of the fastest growing segments of the nation's student population can be challenging, particularly when educators work in isolation. Maria Dove and Andrea Honigsfeld show us how to support English learners through collaborative practices that work. This must-have book draws from the most current research and provides multiple practical examples, protocols, and essential questions to guide us in making collaborative practices a reality in our own particular settings." -- Dr. Debbie Zacarian, President Published On: 2017-06-28 -- Denise Gonez-Santos, Executive Director Published On: 2017-07-11 -- Susan Brown, English Learner Specialist Published On: 2017-07-11

"Dr. Dove and Dr. Honigsfeld articulated it very clearly when they presented to our teachers of ELLS in Western New York: ′You cannot have successful co-teaching without co-planning.′ Their new books continues the much-needed conversation on how to co-teach by looking carefully at the relationships and the school-based opportunities required for success. All teachers have the need to refine new practices in our profession that lead our students effective academic outcomes. Dove and Honigsfeld have a unique ability to define with ease the why and the how of tackling effective co-teaching for ELLs. We must change the ways we have always done our work as teachers. There is no going back when we know more because of the work of these two important researchers."

"Dove and Honigsfeld have captured the essence of co-teaching through the recommended practice of collaborative teamwork using Model 7: Multiple Groups Two Model/ Teach. One example of this model demonstrated how both teachers are engaged in small group instruction and plan for independent activities where students explore grade level content with the scaffolding of and modifications to age appropriate readings. To ensure success when using this co-teaching model, the research shared by the authors demonstrated the necessity of students to be involved in highly engaging activities while discovering new information. This hands-on learning approach allows English learners to develop new language skills through the application of speaking, reading, and writing tasks."

"As a large and diverse urban school system, our district needed to create a service model structure to meet the needs of over 15,000 English Learner students (ELs), representing over 120 languages. We selected co-teaching as one of the service models because this model allowed students to remain in the content class with their native English-speaking peers while receiving their required EL services. Co-teaching is an ideal model for our district because it allows for students at all levels of English language proficiency access to the complex grade-level content, tasks, and standards while acquiring productive and receptive language skills. With the support of Dr. Dove and Dr. Honigsfeld, our district is in our second year of implementing the EL co-teaching model. We started by analyzing the data and grouping students based on their language needs and allowing the EL teacher to co-teach in sheltered ELD/English Language Arts classes. In this classes, we saw over 2 years growth as evidenced by text level assessments. At the middle and high school level, co-teaching expanded to content classes to support English learners through an integrated approach alongside the content teacher. Both models proved to be successful for our district as we added another 29 EL co-teachers this school year. Dr. Dove and Dr. Honigsfeld′s new book provides a deep dive into the advantages and challenges of each co-teaching model along with low-prep strategies for the partners. This is essential in helping the content and EL teacher select the appropriate model for their setting and to implement high-yield strategies in the integrated language and content setting. The authors highlight the importance of collaboration among EL teachers and content teachers to have shared accountability for the academic, linguistic and social emotional success of ELs."

-- Molly Stovall Hegwood, Director of EL Services Published On: 2017-07-11

"This important follow-up volume is just what we need, just in time! It will invigorate co-teachers of English Learners while urging them to refocus their attention from ′just co-teaching′ to the truly effectual work of teacher collaboration throughout the entire instructional cycle. At the same time, best practices for student engagement and focused English language development are clearly described within a deep analysis of the seven co-teaching models. Co-teachers will return to this volume again and again for the practical tips and authentic examples to mix and match models to the benefit of their English Learners."

-- Debra Cole, MELL Instructional Specialist Published On: 2017-07-11

"From the get-go, Dove & Honigsfeld present a clear call to action. We have an obligation to provide the best, most consistent, and aggressive support to a growing population with very specific needs. And what better way to do that than by collaborating and co-teaching with intentionality and precision? Offering structures and strategies for each of 7 key models of co-planning and co-teaching, the authors have given us all we need to meet our common goals in a compelling, detailed, and inescapably helpful resource. The rest is up to us."

-- Pete Hall, Former School Principal Published On: 2017-07-11

"Working in a very large, linguistically diverse school board, where top priorities include the goals of ensuring equity and high expectations for all students, it's exciting to find a text which commits on practically addressing the complexity of co planning, co teaching and co assessing to support the success of English learners, through and through. It is with respect of educators of the field that the authors have truly demystified how successful partnerships unfold honoring the power of the whole collaborative planning cycle. By providing in depth illustrations and real life scenarios with several variations to highlight a variety of contexts, this book allows for multiple entry points. Honestly, in all my roles in education over the last 22 years, including ESL/ELD teacher, classroom teacher, resource teacher and even now as a leader supporting over 250 schools to address the needs of ELs, I have never found a resource that does what Dove and Honigsfeld have achieved here. This book is ideal for school teams, teachers with their administrators, ready to roll their sleeves up. I have always believed that supporting linguistically diverse students to achieve academic should not be beyond our reach and would wonder why many districts share the experience that they cannot get there effectively. Dove and Honigsfeld have revealed where the link has been broken. Their research is focused on intentionally orchestrating conditions in classrooms for students to learn the content while acquiring the language of instruction this to happen in tandem. Now that is true rocket science!"

-- Zaiba Beg, Instructional Coordinator of ESL/ELD Programs Published On: 2017-07-11

Maria G. Dove, Ed.D , is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

Andrea Honigsfeld, EdD , is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John′s University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection [Dove, Maria G., Honigsfeld, Andrea] on Amazon.com. *FREE* shipping on qualifying offers. Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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EKC

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May PYP Cohort: Inquiry-based Lesson Planning Sheet

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from Co-teaching for English Learners

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Here it is our school's POI

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I wonder how we could adapt the units of study in our units of inquiry in the PYP context?

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We are in the process of creating an Enhanced POI. This is a previous sample that I have worked on with my former school's mission statement:

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Amrita

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Amrita

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Twitter: @judy.imamudeen
website: Judy.Imamudeen.com

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It was very useful to see one lesson in action and explicitly see how to build a lesson with the reading lesson stages and an attribute & ATL skill for that lesson. Introducing learning goals and teaching through questions was very useful for understanding how to combine it all.

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It was helpful to think of specific lessons and the MANY ways we can integrate PYP attributes into mini-lessons. There is not just one right way.

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I got that I need to emphasise more agency into the 'tuning in' but all the way through the workshops. I do try to use the student as the 'expert', but I would like to emphasise it more.
I got that we might want to 'flip' the role from 'I do-We do' to 'you do-we do. That gives wonderful agency and it makes the child feel good:)

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I loved seeing the mini-lesson through a PYP lens and especially how easy it is to include inquiry and agency! I would love to see more ways to do this!

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GOT-Looking at the UOS through the lens of the PYP framework.
WANT- Conceptual Understandings that come from the UOS mini-lesson and create the question that launches the lesson. Creating those questions!

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GOTS
1) It was an eye opener to look through the lens of attributes and ATLs. Definitely an Aha moment.
2) Agency: Giving children the choice of which group they would like to choose. Will like to try and see how that goes.

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It was extremely helpful to see how profile can be developed through a reading workshop session

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It was extremely helpful to see how profile can be developed through a reading workshop session

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I would like to dig more into how to plan so that PYP profile, ATLs and language curriculum are interconnected.

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GOT: that the pyp profile attributes and ATL skills live in the workshop lessons, it's a matter of shining a light on the one you intentionally channel
WANT: a better understanding of this language (understand this will just take time being completely new to me)

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I've been saying "Today I'm going to teach you" for years!! Never again!

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Got: I got how to weave the PYP elements into Reading minilessons and the importance of phrasing our questions to readers consciously.
Wants: I want more of how to phrase those questions :)

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Gots- I really enjoyed the mini lesson and the provocation you used. I liked how you turned teaching point into a question.

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Gots- I really enjoyed the mini lesson and the provocation you used. I liked how you turned teaching point into a question.

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Lisa

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I wonder how we can have create PYP teachers that consider research skills and the strategies when we are "reading to learn" are connected. How can we support those teachers in going deeper into literacy instruction and recognizing that this is still transdisciplinary learning.

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I would love to have a bank of questions for the most common teaching points in reading.

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Gots- Adapting and transforming good curriculum resources that we use for teaching points and ideas and then to think about how to  integrate the PYP profile traits, as well as inquiry and agency through our questioning. Good practice to take a teaching point and turn it into questions. 

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Gots- Adapting and transforming good curriculum resources that we use for teaching points and ideas and then to think about how to  integrate the PYP profile traits, as well as inquiry and agency through our questioning. Good practice to take a teaching point and turn it into questions. 

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Gots: I learned that the Learner Profile attributes can be embedded authentically into how we read and write

Wants: I want to know what you think about graphic organizers? Sometimes I use graphic organizers with my struggling writers, but I find they have a difficult time transferring info from their graphic organizer to their draft.

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I would like to know what your thoughts are on graphic organizers?

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Gots - The shift from "Today I am going to teach you..." to using the ATLS and/or learner profile lens to inquire with kids and design inquiry teaching points.

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Gots - The shift from "Today I am going to teach you..." to using the ATLS and/or learner profile lens to inquire with kids and design inquiry teaching points.

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Love the conferring thinking stems.
Wants: More time using the profile and ATLs lens as I plan learning progressions for readers and writers.

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Gots- Embedding the PYP attributes into mini lessons that was demonstrated by Tonya was fabulous and a great inspiration to incorporate.

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Gots- Embedding the PYP attributes into mini lessons that was demonstrated by Tonya was fabulous and a great inspiration to incorporate.

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Wants- Is it possible to get a couple of video links of Tonya conducting a reader's writer's workshop here on the padlet for us to get more?????

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padma.sekar@stonehill.in

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Kylene Beers & Robert Probst

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I Wonder: Honoring All Languages in Literacy

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I Wonder: Honoring All Languages in Literacy

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EKC

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Tonya Gilchrist | DisruptED TV

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Jeff Zwiers

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Andrea Honigsfeld

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Assessment of learning: How do we forward plan (ie. the overview/PYP POI) without dictating the national curriculum needs? Should we anticipate the most appropriate genre/text type that suits the UOI before it begins?

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I wonder how much collaborative planning time different schools here have. In our school meetings are often taken up with other things....but when we do get that collaborative planning time (1-3 hour chunks, really doesn't happen often!) amazing things happen...both in the planning and the classroom as a result of that thoughtful planning and design

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I wonder how much collaborative planning time different schools here have. In our school meetings are often taken up with other things....but when we do get that collaborative planning time (1-3 hour chunks, really doesn't happen often!) amazing things happen...both in the planning and the classroom as a result of that thoughtful planning and design

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GOT: Loved the collaboration time with people in other places to practice planning!  Also, appreciated exploring the wonder about graphic organizers and mentor texts.

WANT: Any other resources about mentor texts, examples, how to use, etc :)