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What happens when Reading 6 students choose their reading skills to focus on and receive regular conference feedback?

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Sally,
It feels like you need multiple pathways to get to know your kids. Conferring with as many kids as we have is not enough (I find). Here are some ideas:
-- small group reading conferences (3-4 kids during asynchronous time and Monday). Can group kids by reading goal, interests or ask them to sign up in groups.
-- shout out to students at the start of each class about books they have checked out or read. Then in chat,  ask Ss to give similar recommendation or review a book
-- have a book request form on home page and promote it constantly
-- create book lists for students. I have a format I can share...it is really get kids more engaged in class and reading!

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Beth Sanderson -- Dorothy Hamm Middle School

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Beth Sanderson -- Dorothy Hamm Middle School

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How can I help students develop critical writing skills AND recognize areas of growth/strength using a portfolio across the year?

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How do I effectively promote cross-content area vocabulary learning (prefix/suffix/root words) to students across all reading levels?

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Holly Nisco - Librarian @ Carlin Springs Elementary

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Holly Nisco - Librarian @ Carlin Springs Elementary

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What happens when an elementary school library starts a family engagement program during distance learning?

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For student reflections/feedback in an online format, check out sowntogrow.com -- I'm using it for my 9th grade students as a warm up goal setting activity at the beginning of the week, and an emotional check in at the end of the week. It's very user friendly, allows easy communication and feedback, shows overall class trends and individual student data, and you can use the platform to broach the topic of "face to face" conferences, if needed. The modules are totally customizable to your needs!

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Christine Payack - Kindergarten Teacher Carlin Springs

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Christine Payack - Kindergarten Teacher Carlin Springs

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How can I virtually create community in my classroom through my love of animals and the natural world during this unprecedented time --when my students do not have connections with the immediate natural world around them?

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I love this idea for your focus/SMART goal. I think it promotes equity and would benefit all of your students in biology and other subjects as well. I even think it would make a great children's book! I'm really curious to see how this evolves throughout the year.

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I imagine you are already doing this, but are you on the agenda for family events for the school ) parent meetings, etc.)? Spotlighting the library in many outgoing communications will keep books in the front of mind for families.
Also, I wonder if a regular Teams Monday event (storytime or author visits) would be appealing to families trying to keep the kids engaged .

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I love that you are focusing on transfer! I predict it will be powerful for students to become better aware of what they are writing and for who and why! I encourage you to use the TRCWP writing checklists. Also I want you to meet Heather Sox at Discovery!! She has a writing TR topic this year. She teaches 5th grade writing. Sat is the TCRWP VIrtual Sat Reunion - a free day of online workshops!!!

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As I posted on Sally's comment, check out sowntogrow.com for an easy, online way to monitor student reflections and feedback :)

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This is such a challenge but I think it can be dome and I'm excited to see how it works out for you this year. A few ideas popped into my head as you were sharing:
-virtual field trips (zoo connections, Potomac Overlook, Arlington Parks, etc.)
-critter club - maybe one day a month where you dedicate a full day to one animal (and all subjects/content has to do with that animal)

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I would brainstorm ALL the ways to meet familles. Would they watch a video if shared through a student devise? I love the book give-away idea!! Are there other neighborhood places to hold an outreach? A park near a highrise to provide more access? Can the PTA help? I can't wait to follow your research this year!!

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Holly,
I think the idea of family engagement is so smart. I wonder if a newsletter to fammilies (translated into a couple predominate languages) can promote library use. Things to add to the newsletter
-- a book challenge (if students read all the books in a series for example, they win a book)
-- Attach a read aloud or link to page with lots of read alouds by grade level.
-- offer virtual coffees for parents/families with tips on keeping students reading

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This is tricky! Lots of equity questions (time of day, languages presented, multiple SES levels, technology access, transportation). Would it be feasible to team up with other elementary schools in order to serve as many populations as possible?

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I think this is a really important topic and can't wait to see what you find out. One suggestion I have is to work book talks and author visits (Kate Messner is doing one on 11/12 for $15) into your class as much as possible. Students can use tools within Canvas, padlets, etc. to share thoughts and points of view. Maybe those thoughts can be talking points for when you are able to meet with kids in small groups or one on one. They can help you dig deeper.

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Teaching roots and affixes is critical for all content areas in high school. Science is the perfect avenue for keeping that learning active. Some thoughts:
-- In your daily lesson slides, include definitions or roots/affixes at the bottom of the slide and refer to them often
-- create a weekly word wall attached to your to-do list in your module. You can organize the word wall by root or affix
-- create science stories that feature your students with lots of examples using the root or affix spotlighted. Have students find the examples alone or in small groups -- make it a challenge
-- host a word olympics featuring roots and affixes at the beginning or end of a unit...make it fun with music and prizes if you want. This can be a quick activity to do in asynchronous time.
-- have you taken SIOP training? Lots of the sIOP techniques work wonders with vocab knowledge. The county usually offers it so keep your eye out or ask your dept. folks.
Incorporate lots of pictures in your slides of things with the featured root/affix. This allows for differentiation.

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I also want to get better at teaching vocabulary. I spent time learning at Teachers College Reading and Writnig Project and a staff developer there, Mike Ochs is researching this and he shared ideas. I will find his email and share it. He talks about learning through games. It may or may not work in HS but he did recommend a good vocab book with I own and I'll email you the title later and you are free to borrow, too. I also have read brain research which suggests adding images - sketches - to help the brain remember. As for smart goal data, could you pre and post test kids on a list of words and see growth over time? I can help you brainstorm more specifically on your goal if you feel you need it.

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Beth, I really like how this question/goal forces kids to reflect which is, I think, the most challenging and the most important part of writing. Being able to identify areas of growth is so important. As is the ability to understand what writing skills are required in a given situation. I will try to come up with some book titles and/or articles. I'm so excited to hear about what you learn!

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First you must read Where the Crawdads Sing by Delia Owens (a book designed for you!). Here is a link to a CBS Sunday Morning Interview with her: https://www.cbs.com/shows/cbs-sunday-morning/video/xbNUm97R6_Z3n8XEbSAK59FvZDUFfaSv/-where-the-crawdads-sing-author-delia-owens/

I have several ideas of ways to bring the natural world into your virtual classroom:
-- you can skype with naturalist and scientists for free. Skype has a list if you check their website
Add a video daily to your lessons. One of my favorite sources is the Moment from Nature on CBS Sunday morning. The videos are short and so immersive. Here is a link: https://www.cbsnews.com/sunday-morning/nature/https://www.cbsnews.com/sunday-
--give small assignments (go outside and find a leaf. Then, walk students through how they can write about it
-- give each student the chance to choose an animal to learn about...you can link resources for sites that image based
-- create a book list (non-fiction picture books perhaps) with Holly and book talk the books that your students can check out.

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Do the kids meet in small groups or have reading partners?   I am thinking you could conference with those partners or small groups and be able to meet more students more of the time. The partners or small group members could have a "support template" to work with so they may build on their own skills as they support one another --actually as we are doing!

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Do you know Margaret Egan, the outdoor classroom teacher at Tuckahoe. SHe is in the DHMS tR Cohort and is research ways to teach the outdoors while in covid. She has gathered lots of virtual fieldtrips to nature centers and zoos. You need to connect with her!! She is also recording the sounds and the images of the Tuckahoe Outdoor classroom and sharing. I love your passion!! I am so glad you joined this cool group!!

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Do you know the book, Latin names Explained  by A.F Gotch?  It delves into the etymological roots of the  scientific classification of reptiles, birds and mammals. Although the taxonomy constantly changes, the word roots --and the stories behind them-- are fascinating. And kids love delving into this as they connect to their favorite animals!

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Could teachers be a connecting link between you and their classroom families? Grade level teams could build those connections. I know time is difficult, but could you come and visit classrooms and highlight library books?  And then together, we would let parents know how to connect through classroom "Library news!" The kids would definitely share their excitement about the books with parents. Let's do it starting in kindergarten!

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Do the kids work in small groups or with partners and share their portfolio work? Are they able to support one another and help each other self-reflect and share skill building ideas?