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Prior, During, and After a Unit

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

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MYP From Principles into Practice

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Listen to kids
Provide opportunities for voice
Choice
Expression
Growth & progress as individuals
Independence & Action
Relevant skills
Meaningful, authentic learning opportunities
Allow students to be them authentic themselves - develop their OWN reading/writing identities
"We will all be learning something at all times"
Kids know I believe in them
Time and attention
Personalized feedback
Diversity in literature

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PYP allows for 120 mins+ for literacy workshop. How do we effectively do workshop in 45 minutes in the MYP?

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I enjoyed talking about ATLs and how they are so connected to the workshop model. (Kimberly)

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A great overview of what workshop is, looks like, and how MYP and workshop work together.

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A good overview of how workshop & MYP are connected and how workshop enhances the MYP.

Many "golden lines" that I plan to add to my lexicon. For example: "Lift up"
"Just in time, not just in case"

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The framework for Workshop! I had no idea!

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GOT: Such a great reminder to think of Inquiry and Workshop as an interplay

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GOT: Such a great reminder to think of Inquiry and Workshop as an interplay

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To give better feedback.

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WANT: Think about how we create an environment on-line that serves as 'third teacher'. 

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WANT: Think about how we create an environment on-line that serves as 'third teacher'. 

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This is probably just a google away, but how are reading journals used authentically?

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The natural connection between workshop and the learner profile attributes and the ATLs.

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I, too, am wondering about that very short period of language time and how to get it all in. 

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I, too, am wondering about that very short period of language time and how to get it all in. 

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Want:I am new to English MYP this year. I will be teaching language acquisition. I hear you saying language and lit a lot. How is this different, or is it, from what I will be needing to do in language acquisition? 

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Want:I am new to English MYP this year. I will be teaching language acquisition. I hear you saying language and lit a lot. How is this different, or is it, from what I will be needing to do in language acquisition? 

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Thinking about how we create an agentic environment if going back to school with "distancing" measures in place.

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Great reminder how connected ATLs, LP, and workshop are. Also, the importance of naming things!

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To lift the level of feedback during 1:1 conferring.

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Ways to show teachers workshop (blended learning) flows perfectly with L&L/IB.

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Nice reminder that what we have been doing is a good start to amplifying MYP through workshop!

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How to make workshop work during distance/virtual learning.

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A clear understanding of how the workshop model works and how it easily fits into the MYP

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To know:
1. Do teachers do a workshop model class every class meeting or plan some days workshop model and other days a different model?
2. How does the workshop model work when classes meet 5 days a week and are only 45 min long with no block or extended periods?
3. How to give good effective feedback in 1:1 sessions

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Lord of the Flies as a whole class novel unit for 8th grade L&L.

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Thinking of reminding and polishing these processes they will need all year and in other classes as well: journal response (2-column), RACE question answering strategy, locating text evidence, close reading with annotation. Don't yet know the glue I'm going to use to work in and around these yet. I have 6,7, & 8th grade Language Acquisition only students. Welcome all suggestions. :)

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MYP From Principles into Practice

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IB MYP Language & Literature Guide

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Jennifer Serravallo

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Jennifer Serravallo

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Writing: Developing, Drafting, & Revising

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Writing: Developing, Drafting, & Revising

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Jennifer Serravallo

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Jennifer Serravallo

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EKC

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BONUS: Matt de la Peña Read Aloud of Anchor Text

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BONUS: Matt de la Peña Read Aloud of Anchor Text

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How to Transform an Everyday, Ordinary Hoop Court (AKA The Hoop Story from FLYING LESSONS)

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May MYP Cohort: Inquiry-based Lesson Planning Sheet

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Disrupting Thinking by Kylene Beers and Robert Probst

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"Disrupting Thinking is one of the best books I've read about the power of books to disrupt complacency and promote change and the role teachers play in that disruption. Skillfully, these authors address the continuum of education K-12, making this book ideal for colleagues to read and share horizontally and vertically across grade levels."
-- Sarah Mulhern Gross, English teacher at High Technology High School, contributor to The NY Times Learning Network

"We're living in a world of social media and fake news have the potential to shape who we are and what we believe. Through the strategies presented in Disrupting Thinking, teachers see clearly how to help students become active participants in constructing meaning, as they respond, question, and challenge, so that in the end they become more responsible citizens in our world."

-- Mindy Hoffar, All Write Consortium Director

"Beers and Probst tackle one of teachers' greatest challenges: student apathy. They show us not only how to "teach struggling readers but how to teach readers to struggle." And then they go the next step and show us how to turn the apathetic reader into a lifetime reader. And for both, we are grateful."
-- Danny Brassel, Ph.D., consultant and author. Author of The Lazy Readers' Book Club

"We need students who can do more than answer questions. Tomorrow's leaders need to be able to ASK questions. This is an excellent book for all teachers whether they teach reading, language arts, or science or history. Whether they teach elementary, middle, high school or college, or at home - EVERYONE who is around children needs to read this book. It is short but powerful. I have spent over 30 years in education, and I have taught every level from pre-school through university, and this book brought me back to the WHY and HOW of teaching. It is short and easy to understand for non-teachers. As an educator it reminded me of the good things we do in teaching, but stated in their research that all of this has bee set aside to focus on numbers and passing tests - the bane of a real educator's life. Children start out loving books and reading, but by middle school that hate reading because educators are just having them study vocabulary, answer questions, and nothing more. Most schools have taken away quiet or silent sustained reading, when research shows that it works and is needed. At the same time, many schools still do round-robin reading when research shows that it does NOT work. What works: students must be given choice in what to read, we must increase the amount they read, they must be encouraged to read aloud to a partner or parent, we must teach questioning strategies and model that process, and we MUST let go of the silent classroom and encourage students to talk about their reading with other students. Many teachers believe a quiet classroom is one that is in control, but our students need to talk to each other about their reading and their work. Letting go is a critical skill for educators in this fluid and rapidly changing world. Reading builds the following: knowledge, improves overall achievement, increases overall motivation, increases vocabulary, improves writing, build background knowledge, improves understanding of text structures, develops empathy, and develops personal identity.

Please get this little book, read it, then apply the ideas to the children in your life or classroom. Please." --Texas Rose

Provided via Amazon Vine

"If you haven't read anything by the dynamic duo Bob Probst and Kylene Beers and you are a teacher, you must! Their collaborative writing is highly readable, self-deprecating, witty, and on point. But don't be sidetracked by the entertaining repartee: their ideas about teaching are powerful, disruptive, and do-able. Don't think the double entendre of the book's title isn't intentional. While they propose and illustrate tangible ways in which we can disrupt the thinking of our students while reading (or prompt students out of what we thought were nonthinking stupors--Beers and Probst are passionately clear that we're wrong on that count), the duo is intentionally disrupting modern groupthink about teaching. If you only read 3 professional books this summer, make them: 1) Disrupting Thinking, 2) Notice and Note, and 3) Reading Nonfiction (in that order). Yes, like Star Wars, the third book in the series is really where it all begins. Disrupting Thinking outlines the philosophical underpinnings of their Notice and Note strategies. Without an understanding and willingness to embrace the philosophy behind Notice and Note, the signposts will be little more than another set of isolated reading strategies. Trust me, I taught the Nonfiction Notice and Note strategies as isolated reading strategies the first time (I know, I know, the book is clear on not doing that, but my role was to teach demonstration lessons rather than a daily core class). Like any isolated strategy, it doesn't work; kids won't and/or can't transfer their learning. I thought my flaw was a lack of text complexity. I taught the strategies but then students never needed to use them because they understood the texts without them. After reading "Disrupting Thinking," I understood that the attitude toward reading has to be in place for the Notice and Note signposts to be useful. In other words, students have to CARE enough about the text to use the strategies to figure it out. Disrupting Thinking only has one real strategy, and it is deceptively simple and powerful to the core. They call it: BHH (Book * Head * Heart). It can be taught at any level as a mindset for reading: What does the book say? What am I thinking as I read? What's in my heart while I read? (my paraphase, not theirs) The revolutionary idea is that we have to approach reading as something that changes us. When we teach our students to anticipate that what they read will change them one page at a time, then everything about how they read and how we teach reading changes, too. Simple, right? But how many teachers are out there teaching reading as anticipating change? Yet how many teachers out there read to be changed themselves? TONS. So our job is to come at reading with our students the way we do and make it matter. Somehow this simple yet powerful idea resonated with me in a way that all the book love authors have not. It's more tangible and more realistic than sharing your love of reading. They've pinpointed WHY we love reading: because it changes us. Now just because you've read my sad little synopsis, don't assume you can pass up this book. To circle back, Beers and Probst are incredible authors; their book comes with video links that I haven't even delved into yet, and you need to hear it from the two of them for yourself. You'll learn much more along the way, such as their take on recent education and reading debates, authors they look to, sample conversations to help imagine using the strategy in class, lovely sample anchor charts, etc. Is this book going to give you 24 lesson plans like Notice and Note? No. Is this book going to make those 24 lesson plans work? Yes. Get it, read it, and give it to a colleague to read, too." --Julie

Provided via Amazon Vine

"This honestly reminds me of things like why children hate reading and schools killing the love of reading, both the subject and titles of articles and discussions in education. As an English teacher who hates to write, but loves to read, this helps me feel better about the process. I love diving into a new book and sharing it with my students. I honestly got started writing book reviews because my students would see me reading something and immediately ask to read it next. It got to the point where I couldn't remember who was next and what that particular book was about because I had moved on to something new. Writing little book reviews on my classroom webpage and having a wait list made it easier for me to keep track. Knowing that we read for pleasure far more often than we read for any particular literary device or testing strategy is far more important for building lifelong literacy. I love that Beers addresses this and focuses on talking about the relationship of book and reader to engage in comprehension. Trying to figure out motivations and connections to the literature helps me connect and I have always wanted to share that with my students. I love that there are books out there that make me feel validated and can easily be shown to other parents or teachers to stress this importance." --Jennifer Miller

Provided via Amazon Vine

"I only wish that this book would be as popular in schools as Beers previous book was. Unfortunately, the education industry does not put priority on personal meaning in learning, so I think that this is a book that will have to be pushed out by individual teachers and leaders in schools, as well as involved parents. Within the first couple of chapters, Beers sets out why reading even matters- beyond the basic ability to find answers in text. After all, the best readers are usually ones that were read to as children, who saw their own parents or other family members reading for pleasure, and who read for pleasure themselves. And why do they read for pleasure? Because reading has meaning beyond their test scores. Going further, Beers also reminds us that contemporary careers and careers of the future do not want employees that can just repeat back information; they want employees that can make meaning out of what they read, make connections, and create their own ideas from what they have read.

This is an enjoyable read for teachers, school leaders, and parents alike. I especially like it as motivational summer reading for teachers that are getting ready to return to school." --Mom to 2 Boys

Provided via Amazon Vine

--This text refers to the paperback edition.

Kylene Beers is an award-winning educator and is the author of When Kids Can't Read: What Teachers Can Do, Notice and Note: Strategies for Close Reading, Adolescent Literacy: Turning Promise into Practice, and Elements of Literature, the literature textbook read by the majority of middle school and high school students across the US. She began her teaching career in 1979 in the Alief School District, outside of Houston. Texas. Since then, she has become an internationally-known and respected authority in literacy education. Beers works tirelessly to help parents, teachers, and national policy makers understand how to best help struggling readers. In 2008-2009, she served as President of the National Council of Teachers of English and in 2011 she received an NCTE Leadership Award. She has served as a consultant to the National Governor's Association Education Committee, was the editor of the national literacy journal Voices from the Middle, taught in the College of Education at the University of Houston, held a reading research position in the Comer School Development Program at Yale University School of Medicine, and has most recently served as the Senior Reading Advisor to the Reading and Writing Project at Teachers College, Columbia University.

Robert Probst, Ed.D., is an author and consultant to schools nationally and internationally. He speaks to administrators and teachers on literacy improvement, particularly issues surrounding struggling readers and meeting standards. Bob is Professor Emeritus of English Education at Georgia State University and has served as a research fellow for Florida International University. He has served as a member on the Conference on English Board of Directors, an NCTE journal columnist, and a member of the NCTE Commission on Reading. In 2004 he was awarded the NCTE Exemplary Leadership Award presented by the Conference on English Leadership.

--This text refers to the paperback edition.

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disrupting thinking: why how we read matters

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teaching methods & materials - language arts

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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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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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teacher resource; professional development; create engagement; encourage thought

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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Disrupting Thinking: Why How We Read Matters

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Buy Disrupting Thinking: Why How We Read Matters: Read Kindle Store Reviews - Amazon.com

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In the Middle by Nancie Atwell

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A Lifetime of Learning About Writing, Reading, and Adolescents

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

"The third edition of In the Middle is my invitation to English teachers, both veterans and novices, to understand writing and reading from the inside and recognize our potential to influence our students' literacy for a lifetime. Like the two that preceded it, this edition represents my current best set of blueprints for how I build and maintain a writing-reading workshop-the expectations, demonstrations, models, choices, resources, rules and rituals, pieces of advice, words of caution, and ways of thinking, planning, looking, and talking that make it possible for every student to read with understanding and pleasure and aspire to and produce effective writing."

-Nancie Atwell

With 80 percent new material, In the Middle, Third Edition brings Nancie Atwell's methods up to date. Nancie guides newcomers to a rich, satisfying practice while sharing her latest innovations and refinements with those who have made In the Middle their teaching touchstone.

Grounded in her classroom practice and in response to questions and requests from twenty years of professional development workshops, Nancie provides:

detailed procedures for organizing the classroom for workshop teaching and a first-week launch sequence

hundreds of minilessons and reproducibles that make workshop teaching inviting and doable

hundreds of new pieces of student writing to use as mentor texts-many are national prize winners

new, detailed genre studies of poetry, memoirs, reviews, essays, reportage, humor and homage, and short fiction

a new look at writing conferences, including red flags to notice and strategies for responding to them

techniques for conferring with individuals about the books they're reading

a revamping of her widely-adopted literary letters as letter-essays that more than satisfy today's standards for critical reading

This is the chronicle of Nancie Atwell's courageous, compelling journey. Just as the second edition documented her evolution from 1987, this book shows how she continues to shape and refine her teaching, based on her perceptions of what students need and her growing knowledge of literature and the craft of writing. As Nancie describes it, "The third edition of In the Middle is everything I've learned over the past three decades that makes writing-reading workshop the only logical way to teach English."

(click any section below to continue reading)

What Will I Find New to the Third Edition?

In the Middle: What is the 80% new material? Those who have relied on the second edition of In the Middle, have asked us whether they really need to get the third edition. So we asked one of our crackerjack editors to read the second and third editions and report on the new content so that we could share it with you. Her report: fans of the second edition will be missing out if they don't read the new edition.

Here is our editor's full report:

Nancie remains true to her ideals and the workshop approach. Readers of the second edition of In the Middle will recognize the basic workshop elements and find Nancie Atwell's respect for teaching middle schoolers undimmed. Additional years of experience have yielded her new insights into students' writing and reading and produced improvements in how best to develop middle school learners.

PART I, Workshop Essentials

More how-tos: e.g. dialogue to model check-ins that are brisk and brief, topics to teach in memoir, details on how to fit writing-reading workshop into 85-minute blocks or 50-minute periods, minilessons on teaching free-verse poetry

The Daily Poem and Icebreaking: In the "Getting Started" chapter these are now specifically named and described in depth. In the second edition, these workshop routines received limited description. Now Nancie's Daily Poem routine and early-year Icebreaking is given much more depth.

More about reading workshop: Nancie gives reading workshop more importance in the third edition.

She has shifted her emphasis from how she developed reading workshop to the specifics of running the workshop and its benefits for students

Expectations for reading workshop are detailed, including using critical vocabulary, keeping a "someday" list in writing-reading handbook, and writing a letter essay every three weeks

Red flags of writing: The chapter "Responding to Writers and Writing" has been almost completely revised and now features twelve new "red flags" of writing culled from Nancie's many years of reading student writing. Each red flag is named and suggestions are given for conferring with writers to head them in a better direction

Letter-essays: Nancie has replaced her well-known weekly letters in the "Responding to Readers and Reading" chapter with letter-essays that students write every three weeks. She shows how these letteressays, which are about books a reader has finished, reflect her evolving thinking about providing a bridge to expository writing while also easing the paper load.

Handover: This concept has been has been expanded beyond writing to encompass reading workshop and to prepare students to write their letter-essays.

Off-the-page writing: A new concept introduced in the third edition is a way of inserting time and reflection into writing.

Part II, Genre Studies

New emphasis and minilessons on poetry: Vastly revamped because of its increasing importance to her teaching, the "Poetry" chapter details why it is the first genre Nancie's students write in and why it is the basis for many of the craft writing lessons. Free-verse is the "workhorse form of poetry," and there are eight minilessons that teach free-verse poetry and its conventions

More specificity about memoirs: Expanded with more specific and intentional teaching recommendations, "Memoir" now integrates reading and listening to memoirs as models for writing them. In the second edition, there are only lists of memoir titles. The third edition also provides more specific elements of memoir to teach: leads, sensory details, dialogue, balancing elements, time transition, conclusions, and reading as a critic

Micro fiction: Another major innovation is micro fiction replacing the short story in Nancie's "Short Fiction" chapter. Much of students' short story writing was "unmemorable and formulaic" or "heavyhanded and predictable." Short-short fiction helps concentrate the lessons of fiction and "is the genre to hand over to middle school writers of fiction."

New details on expository writing: "Taking Care of Business" narrows the focus to four of the types of expository writing found in the second edition, but each one is now presented with more specifics, structure, and examples in its own section

"Humor and Homage": A brand new chapter to the book that supports not only writing but also close reading and the writer's craft: "Parody and homage stretch students not just as writers but as readers and critics, too. To lampoon someone else's writing requires close reading, attention to detail and tone, and understanding of theme. It may well be the ultimate form of literary analysis."

New student writing samples: All new samples reflect more recent books and topics

Nancie has essentially given us a new book because her teaching continues to change, and because she seeks innovation each day. If you've read the previous edition, don't miss out on her latest practices.

Video

Contents

Part I: Workshop Essentials
1. Learning How to Teach English
My Teaching Story
Finding a Balance
What About Reading?
2. Getting Ready
Making Time
The Room
Folders and Forms
3. Getting Started
The Daily Poem
Icebreaking
The Launch: Writing Workshop
The Launch: Reading Workshop
4. Essential Lessons for Writers
Procedures
Craft
Conventions
Spelling
5. Essential Lessons for Readers
Procedures
Practice
Literature
6. Responding to Writers
Writing Conference Guidelines
Red Flags and Responses
7. Responding to Readers and Reading
Reading Check-Ins
Letter-Essays About Literature
8. Valuing and Evaluating
Self-Assessment
Teacher Assessment
Part II: Genre Studies
A Word About Genres
9. Poetry
Free Verse: Build a Toolbox
Ideas That Matter
Some Forms
10. Memoirs
11. Short Fiction
12. Taking Care of Business
Reviews
Essays
Advocacy Journalism
Profiles
13. Humor and Homage

Appendices
A. Quotations to Inspire Writers, Readers, and Their Teachers
B. Student Writing Record
C. Student Reading Record
D. Individual Proofreading List
E. Editing Checksheet
F. Peer Writing Conference Record
G. Spelling Study Form
H. Thesauri for Writers Who Walk and Look Too Much
I. Editing Symbols
J. Ways Student Writers Can Go Public
K. Nancie's Workshop Cycle
L. Substitute Plans for Writing-Reading Workshop

Samples

Companion Resources

Reviews

"This classic has been reworked with over 80% new material, but one thing remains unchanged: Nancie Atwell has created a masterpiece that walks readers through the intricacies of successfully teaching middle schoolers about reading and writing."
-Jenni Miller, middleweb
"Nancie Atwell is a master teacher, reader, writer, and educational innovator. In this comprehensive volume, she draws on a lifetime of classroom experience implementing her signature writing-reading workshops. Fittingly, the volume conveys the broad overview, the fascinating details, and the indispensable middle."

-Howard Gardner, Harvard Graduate School of Education, author of Truth, Beauty, and Goodness Reframed

"Nancie has written a professional book that will grip your heart like poetry does, will cause you to turn pages with anticipation as if you're reading a novel, and will offer up endlessly practical advice from the sagest mentor you can dream up. Whether you teach kindergarteners or twelfth graders, open your classroom door to Nancy's ideas and you'll create something magical: a place where you really know your students, where you challenge the status quo, where instruction begins from student strengths and interests, and where students in the classroom do what real readers and writers do in the world. The rewards (for teacher and students alike) are well worth the work."

- Jennifer Serravallo, author of The Literacy Teacher's Playbook

"In the Middle is the greatest book on literacy teaching ever written in this country. It is our epic, our Odyssey. In this third edition Nancie Atwell offers us the culmination of her four decades of working with adolescents-the most richly detailed account of a teaching practice we are ever likely to get. This edition retains the bedrock principles of the earlier editions-the emphasis on student choice, the importance of being an "insider" as a reader and writer, and on the power of voluminous practice. But we can see her evolution as well: the new stress on "handover" where there is explicit teacher modeling. We can see how poetry has moved to the center of her practice, along with innovative ways of approaching fiction writing. As readers, we live on intimate terms with her; we hear the introduction to her lessons, her conversation with students. She takes us through her most minute decision making, showing us what intentional teaching looks like. It's a gift, a grand summing up, to which we can only say, Thank you, Nancie Atwell."

- Thomas Newkirk, author of Minds Made for Stories

"I was just returning to teaching when a colleague brought me In the Middle. It was the beginning of the school year, and I stayed up half the night reading, underlining, making notes. I went out that weekend and bought blank books for all my students, revised my beginning-of-school, first days plan, gathered books, and began. I haven't looked back, except to read more, share more of Nancie's work, read all of her books, and share Lessons That Change Writers often. I'm now a literacy coach, and her books are the first ones I share with new teachers. What gifts she has given to the world of education and to students through their teachers."

-Linda Baie, Denver, CO

"My first year teaching, I was not given much guidance or direction. I taught what was familiar, but I wasn't sure it was the right thing, until I was handed a copy of In the Middle. I read it over winter vacation, and was hooked. I immediately started the writing-reading workshop when school started again in January, and knew I would change the world."

-Julia Dubisz, Manchester, NH

"Congrats to @NancieAtwell on soon-to-be-born #InTheMiddle3! This book saved my teaching, my students(!), & forever shaped me"

- Christopher Lehman (@iChrisLehman)
-Lorraine Edwards-Knourek
"In the late 1980s I had a little teachers' store in Brandon, Manitoba. I opened it when my children were toddlers but always intended to go back to the classroom, which I loved. I had quite a few new professional books and one that I read cover to cover was In the Middle by Nancie Atwell. As I eagerly raced through the pages I realized that for the first time I felt that I really wanted to teach junior high students. Her love of literature and language just did it for me. The way Nancie inspired her students and included their voices and work with her own let me inside her classroom in such a relevant way. It took me another ten years of teaching K-7 but eventually our school district in B.C. opened middle schools and I confidently became a grade eight English language arts teacher. Aside from my first year of teaching grade one and two, the last 12 years of my career teaching under Nancie's tutelage (as well as a few experts I met in person) made those the most fulfilling and challenging of my teaching career. Even though I never met her in person I always heard her voice in those chapters and in her later work, guiding me."
-Sara Kajder (@skajder)
"It is the dog-eared, battle-scarred, pages-barely-still-in book that still teaches me to see my students. #inthemiddle3"
-Paige Raney (@PaigeRaney)
"In the Middle helped me understand the power of reading conferences. Every reader, every day."
-Mary Kate Patterson (@teachmkp)
"Thanks Nancie Atwell for giving teachers a tool for collaboration."
-Joan Cansdale (@joancansdale)
"Nancie Atwell completely changed my English class 17 years ago. So grateful."
-Sheila Barnes (@bookworm1959)
"Ditto on In the Middle being monumental in changing the way I teach!"

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. "The third edition of In the Middle is my invitation to English teachers, both veterans and novices, to understand writing and reading from the inside and recognize our potential to influence our students' literacy for a lifetime.

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Do you have suggestions or resources for organizing conferring so that we can come back to it later? (related to "A writing conference is a conversation that continues all year long.")

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Can we co-create a visual of workshop schedules? Reading Heavy vs. Reading Light and the alternate, and then the end of the class for independent practice. And one day a week is a read aloud day. If we could make a visual together, that would be so helpful !

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I really like the connection of Traits and ATLs to a lesson.  Keeping IB language alive in your lessons.

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Really great information and demos. on how to truly weave inquiry and MYP components into our 'content'. And it doesn't have to be overwhelming and always 'too big".

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Saw many ways to incorporate profiles and ATLs everyday in our lessons.

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Amplifying mini lessons through use of profile attributes and ATLs and questioning

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More examples of completed lesson plans. I found it hard to think about the lesson plan we were to do without having the unit or in my case the background.

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It was nice to get to practice planning together focusing on what we are discussing.

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It was great to see a clear model of how the day to day mini lessons are planned and executed! I liked the simulation of the 8th grade class lesson a lot.

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To know what book or books the Jennifer Serravallo excerpts came from. They were very interesting!

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I am wondering what assessment tasks look like in an MYP Reader/Writer's workshop. I would love to see some example tasks.

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I am wondering how best to strike a balance between reading for skill and reading for pleasure. Do you have any suggestions for this?

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Levels K-Z | TCRWP

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All Levels | TCRWP

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Levels K-Z | TCRWP

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K-Z | TCRWP

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NOTE: About once per week, the minilesson would be replaced with read-aloud.

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To Dig Even Deeper into Text Complexity...

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To Dig Even Deeper into Text Complexity...

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EKC

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Deep Dive into Text Complexity: Narrative G3-G8 - Erin Kent Consulting

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May Cohort: MYP Text Complexity & Objective A

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Is there a community to dig into reading band texts more? I'm the only Gr 6 LL teacher and would love to expand this...discussion? And just go read about levels!

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Really enjoyed the MYP connection today to conferring and diving deeper into text.

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Oh man, I love the Criterion A study with banded reading!

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So helpful to look at the strands from MYP thinking through the lens of text complexity bands!

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Please keep the downloadable resources coming. They really help!

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The power of analyzing bands where students are reading and the next band up to coach them into higher thinking and reading.

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Got:Loved working with criterion A and text complexity bands.
Want: Would love to expand to the other criteria or continue to develop this.

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Favorite unit titles: Glue to hold together the objectives and other unit features to be taught.

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Samples of MYP Unit themes using Workshop or suggestions on ways to adjust units into the workshop model.

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Support on ways to incorporate grammar, vocabulary and or conventions into the L&L classroom using the workshop model. How to blend it together so that it's not a separate "thing" we are going but strategically blended into our units authentically.

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TCRWP

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EKC

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May Cohort: MYP L&L Writing Progression & Objectives B-D

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Narrative writing versus academic writing

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Narrative writing versus academic writing

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Wondering as an English Acquisition teacher about percent of narrative writing compared to academic or informational /nonfiction writing. Which is more important for ELA vs. ELL students as they try to catch up with their peers in English and in content?

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I Wonder: Inquiry-based Lesson Planning Samples

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I Wonder: Inquiry-based Lesson Planning Samples

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from teachers in a previous cohort

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I got SO MUCH, as usual, of new strategies and ways to collaborate with my team. I loved the planning a strategy group!

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I can't wait to work with my teaching partner to read through our students work and pull out teaching points!

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A great structure for planning that makes the focus on personalized learning for my students.

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The importance of finding the relevant teaching points for both mini lessons and small groups and a variety of ways of finding these.

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So helpful to look at the MYP Strands in connection with the resources we use - really ties all of the pieces together and helps to make me see how they can work together to enhance each other!

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New ideas and strategies to use with small groups. I love the examples and practicing with each other!

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-MYP L&L rubrics
-Do you have any more instructional strategies to share? :D

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- Sample L&L MYP Assessments with Rubrics that follow the workshop model.

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Wondering what are some of the unit topics that students in 6,7,or 8th grade have enjoyed you building their English learning around.

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I Wonder: Digging Deeper into Text Complexity

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I Wonder: Digging Deeper into Text Complexity

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Jennifer Serravallo