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My biggest takeaway is the importance of teaching note taking. This is not a skill I have ever taught, but will be useful when teaching summaries and with the use of graphic organizers.

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Most of the information in this tool was a good refresher of tips and tricks.  But what was new to me was the ability to use these strategies across a variety of skills in reading: retell/theme, main idea, summarizing, compare/contrast, etc.

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The use of graphic organizers!  I love graphic organizers but have really gotten away from using them over the years.  It's a great reminder of their usefulness.  They take so much time to complete, but utilizing with the JOTT strategy will be useful.

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The Sponge Metaphor - I had never heard this metaphor but really think it will help students to understand the concept of a summary.

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That writing really is a very complicated skill. This is why we often see MLs advancing in this skill later than reading. We have to be intentional about including more writing opportunities into instruction so that students have more opportunities to build their learning.

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I'm glad she explained the cognitive load in terms of handwriting and spelling. When kids don't have enough practice and instruction with these parts of writing, it's more difficult for them to build and elaborate on ideas.

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Not really new, but we don't always see the huge connection between reading and writing. I think this is really important for planning and breaking down skills.

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That writing about your learning helps to form better understanding of content and more solid memory recall.

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We need to focus on transcription skills and reasoning/thinking skills for writing. Each skill is important to grow good writers.

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We have to teach students how to take notes, how to summarize, etc. We can't just assume they know how to do this without teaching them how.

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My biggest takeaway was how I can add writing to my lessons every day, and the writing does not have to be elaborate every single day.

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I was surprised that we don't have to follow a specific pattern to teach writing. Even if the kids write for only 2 minutes every single day, it gives them the exposure and practice required. And also how they incorporated the reading rope into the writing piece.

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Using the graphic organizers to plan out the writing was excellent! I realized how better the kids could write if they will have the organizers.

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I loved the amount of writing she could incorporate into her lessons.

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To let students write more, even draw during reading comprehension time, not just writing time.

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That the reading rope is incorporated into writing too

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Using graphic organizers for comprehension in reading- not just writing

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To use graphic organizers more often for reading/writing planning and letting students take notes while listening to reading, even if the notes are pictures.

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How much you can incorporate writing into your reading!

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That writing, unlike other things, does not have to be taught in a certain order.

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The use of graphic organizers! Last year in resource writing-a lot of the kids would just say "I don't know" when given a topic to start writing about. Being able to break it down on a graphic organizer was great for them!

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Adding more writing to my reading work! We do a lot already, but some ways it was incorporated into this tool were new and might be more effective.

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I always felt that everything thing needed to be taught in an specific order, but it was good to see that writing doesn't always need to be that way!

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We use a lot of graphic organizers to help guide their writing and reading and it was great to see them used!

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I really liked how she was able to add writing into different parts of her lessons.

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TVF, notes and summarizing will be easier to teach now that I have seen great usage of them. I also like the two column BME for writing summaries or just talking about what the stories/books/articles are about.

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I wasn't very surprised by this unit, but found it interesting how many organizers were relied on. I love graphic organizers and will be implementing these new ones.

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We literally just did a sentence building lesson like the seed lesson. But, we need to implement more time for the students to build their own. I also liked the quick writes for 2-3 minutes a day, I used to do that (learned it an eon ago in Lawrence) and feel like it was beneficial for building stamina and comfort/ease of writing daily.

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I liked the TVF lessons. I haven't thought of it in this way before. I like that there is so much priority placed on the verb, because I teach that in text structure and summarizing lessons already.

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this was not all new but just reminded me how important it is for students to be able to talk about their topics and ideas first. Sometimes during writing time I just tell students what they are going to write about and have them just go do it then students need help. I feel like if allow students the time to share ideas they would be able to complete the work more independently

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I really enjoyed the classroom vidoes where the students were walking around the classroom sharing their topics and ideas. I feel like this is something that could even be done in kindergarten!

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It was surprising that writing can not be taught in an order like other subjects.

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When she mentioned handwriting and spelling contribute to the fluent and automatic qualities of writing. We spend a lot of time on both in kindergarten so its good to know we are doing what we need to do to set them up for success in writing.

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It was just a short mention in one of her videos but it was soooo good! "Even skilled writers can be limited by working-memory capacity so that they cannot handle all aspects of the writing tasks simultaneously." This makes so much sense when we look at educational evaluations and see that a student is lagging or lower in their working memory, thus they need more supports to create written responses :)

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Haivng too many various organizers is not the goal.. making a resource for kiddos to know which graphic organizer to use (In 4/5) to answer a written response. And providing and practicing the use of sentence stems to construct written responses to out guided reading time.

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Graphic Organizers for written responses and how we should have students WRITE about reading as part of daily routine.

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This wasn't new but a great reminder of how important the oral language piece is prior to being able to write. Making sure our students are able to verbally talk about what they will say and put together prior to beginning to write.

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I am eager to try bringing some more writing into our reading time! I think this would be a great way to connect the two, have our students really practice rehearsing orally and then writing their thoughts, and also help work on the sentence writing and conventions.

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It's so great to see that graphic organizers are appropriate for our students in helping them in responding to reading in their writing.

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I found it super interesting that she mentioned how writing skill acquisition isn't sequential and that each part works together at once!

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I wasn't necessarily surprised but definitely a lot of "oh yeah, that makes sense" moments. I wrote down JOTT and SEED but I've completely forgotten what they mean lol.

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Using graphic organizers. It helps to keep them organized.

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Using the students to retell a story and then rearranging them. It's a great visual.

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I like the 2 column notes of what is important and what is extra. I also like how she showed them to combine sentences.

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I liked the way she had students take notes, specifically, when they were coming up with a topic statement.  I appreciate the structure of asking kids to come up with the topic, a verb, and then to finish it.  So many times we just ask students to come up with it, but we don’t have a way of teaching them how to structure it.

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It makes complete sense that writing is not sequential, or involve a systematic path, like math and

phonics.  We’ve always said that writing is so abstract, which can make it more difficult to teach.

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Thinking and writing about information we are learning helps to form memories for ideas, stronger recall for information, and stronger language skills.

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Writing skills improve when we teach students how sentences work. Methods for this instruction include: sentence combining activities.

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The writing prompts to help students reflect on their learning will be helpful to use throughout the year!

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It was surprising to hear that shorter writing tasks that are less than ten minutes were more effective than longer ones.

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It was a good reminder that writing begins with oral language first in the oral summary statement. I think it will be helpful to a lot of our students to hear what they are going to write first before having to write it themselves.

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I like how she broke the sentences apart with some prompts of different words to use but then letting the students come up with their own ideas too.

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I took away a lot of ideas for our writing block as well. She went through a lot of writing skills that goes into both reading and writing.

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We use a lot of graphic organizers to help prompt writing in reading. It was affirming to see all the organizers suggested as well.

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I enjoyed seeing all the different ways she incorporated writing into her reading lessons.

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It wasn't surprising, but I enjoyed when she was talking through all of the skills that go into writing!

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I want to connect reading and writing more during class work. I liked the sentence activities she gave where the students were standing and each had a paper and they constructed sentences together!

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It wasn't necessarily new but I enjoyed seeing all the different ways she incorporated writing into her reading lessons.

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There is no sequential order in teaching writing, it's all working together at one time!

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I loved seeing her work through oral sentences in the K-3 videos . I've never done that before and would like to try!

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We do a lot of work in the transcription skills in Kindergarten and it was nice to have a name to it and know that we are doing good work!

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I thought it was affirming that there's no sequential order to teaching writing. In Kindergarten I feel like we are always working to put all the pieces together and it sounds like that's how it should be!

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Being intentional about using writing connected to what we have read or students have read in class. I liked the connection between reading and writing