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Note: At EKC, we often recommend an additional invitation to Metalinguistic Analysis.

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EKC

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Names:

Unit:

Lesson #:

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EKC

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EKC

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IS Lux_ Inquiry-based Lesson Planning Sheet

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I'm wondering about the students (there's always 1 or 2) who are highly reluctant writers and express how much they "hate writing!" I'm thinking of one in particular who never wants to try any of the strategies regardless of the agency he's given. I'm struggling to reach him.

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I'm wondering about the students (there's always 1 or 2) who are highly reluctant writers and express how much they "hate writing!" I'm thinking of one in particular who never wants to try any of the strategies regardless of the agency he's given. I'm struggling to reach him.

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I'm also thinking about the value of BALANCED LITERACY. In our use of the Teacher's College resources, we've been told that the specific teaching points are what keeps us vertically aligned. We don't have time to do ALL of the sessions AND all the other areas of Balanced literacy that we know matter so much. So we HAVE to pick and choose "teaching points." Does this potentially impact the alignment? Have we "adopted" rather than "adapting" our resource?

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Unit: Narrative
Lesson #: 8

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Gots:
*Question starters, conditional language reminders
*Less stress on the importance of the mini-lesson
*CLARITY and BREVITY suggestions

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Reminders about BREVITY especially with “Turn and
Talk”---just lifting up a couple ideas rather than
calling on every hand raised

Reminders that we ADAPT not ADOPT

Reminders that 10 min mini lesson requires 10 min
prep...bulk of time planning should be spent reading
student writing

Reminders about “Forever Language” and “What
moves will you make…Let's explore this together

If 60%+ need it, do whole group

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I would like to have more demonstrations of good
quality conferring.

How to use conference time effectively

Use of language that promotes risk taking in writing/to promote writing, writing, writing!

complimenting the writer etc...what positives to pull out of their writing

How to record the conference input/move forward the next time you meet the student

How to move reluctant writers forward

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The Warm-up: An important addition to virtual conferences

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The Warm-up: An important addition to virtual conferences

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EKC

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EKC

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Kiya [2] - Research, Decide, and Compliment.mp4

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EKC

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EKC

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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EKC

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Matt Glover

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

Part One
Ch. 1: Increasing Engagement Through Choice of Genre
Ch 2: Choice of Genre Through Craft and Process Studies
Ch. 3: Teaching in Craft and Process Studies

Part Two: The Units
Ch. 4: Launching Writing Workshop: Fostering Self-Direction
Ch. 5: Reading Like a Writer
Ch. 6: Using Strategies to Find Topics
Ch. 7: Finding and Developing Independent Writing Projects
Ch. 8: Launching the Use of a Writer's Notebook
Ch. 9: Independent Genre Study
Ch. 10: Planning
Ch. 11: How to Have Better Peer Conferences
Ch. 12: Revision
Ch. 13: Genre Overview
Ch. 14: Illustration Study
Ch. 15: Using Illustrations and Text to Create Meaning in the Upper Grades
Ch. 16: How to Make Paragraphing Decisions
Ch 17: General Craft Study
Ch. 18: Using Punctuation as a Crafting Tool
Ch. 19: Using Text Structures as Crafting Tools
Ch. 20: Author Study

"How do you ensure that children become engaged enthusiastic writers? Read Matt Glover's book Craft and Process Studies. Delightful to read and highly practical, it shows us how to teach writing so that children become and continue to be engaged while expanding their writing repertoire. It is the antidote to orthodoxy in the writers' workshop. Thoroughly illustrated with concrete examples and videos, it offers multiple versions of units as flexible frameworks inviting us to innovate responsively and purposefully."-Peter Johnston

"After reading Craft and Process Studies, teachers will walk away with a thousand ideas to help them 'genre bust.' That's my term! Matt's argument that students need significant periods of time to write outside of conventional genres is strong, rational, and compelling."-Ellin Oliver Keene

"In Craft and Process Studies, master teacher Matt Glover recovers a key, maybe the key, principle of writing instruction-choice. Too often, students are marched through genre units, often presented as distinct types, with little opportunity to write about what matters most to them. Genre becomes not a resource, but a constraint. A means becomes an end. Matt retains the idea of a units of study, focusing on processes and issues of craft that can apply to whatever genre the student might choose. In the best tradition of mentor texts, these units build insights inductively, by a careful study of what authors actually do. What's more-we get to see Matt in action, conducting conferences and mini lessons in over forty video clips."-Thomas Newkirk

"Matt has long been a passionate advocate for student choice, and in this book he shows teachers how to put choice at the center of all their planning and decision making. What a gift to be able to learn from Matt's years of experience doing this work in so many different classrooms. There's no question you will think so much more expansively about the teaching of writing after reading this book. If you've ever felt like your students were boxed-in by the narrow confines of genre study after genre study, you'll find so many possibilities for breaking out of that box and supporting student writers with smart, bold studies that lift the level of their work in genres they have chosen for themselves."-Katie Wood Ray

"Matt Glover's Craft and Process Studies is my new favorite book on the teaching of writing! Not only does Matt make a compelling-and essential-argument for including units of study in our writing curriculums that give students the opportunity to choose the genres in which they write, but he also shows us how to do this by detailing seventeen beautifully realized units of study on process and craft." -Carl Anderson

"Writing is a content area, and Matt's generous, joyous, crystal-clear, and thoughtful compendium of all things worth teaching about craft and process in addition to genres, will help teachers build a compelling and robust year of learning for young writers. Stunningly, if students could be in classrooms that follow his map for how such units could go, I believe that genre knowledge would take care of itself! After you read and underline every other sentence, as I did, you will want to meet with your colleagues immediately to begin planning your next writing study."-Katherine Bomer

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. Part One Ch. 1: Increasing Engagement Through Choice of Genre Ch 2: Choice of Genre Through Craft and Process Studies Ch. 3: Teaching in Craft and Process Studies Part Two: The Units Ch.

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EKC

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Tracking 1:1 Conferences & Small Groups When Time is Tight

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Tracking 1:1 Conferences & Small Groups When Time is Tight

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EKC

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Jennifer Serravallo

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Stacey Shubitz

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Carl Anderson

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Danling Fu, Xenia Hadjioannou, & Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes,...

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Culturally Responsive Teaching and the Brain

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Culturally Responsive Teaching and the Brain

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Zaretta Hammond

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Kylene Beers and Bob 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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Dr. Katie Egan Cunningham

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Children come to school to become better readers, writers, and thinkers, but they also walk into classrooms hoping to be happy. Katie Cunningham argues that happiness must be as much of a priority in teaching as proficiency or achievement. When teachers intentionally design curriculum with joy at it…

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Sometimes for a conferring session, I ask writers what they working on and how I can support that...and then I go with that as the teaching/coaching focus. Is that recommended or no?

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Sometimes for a conferring session, I ask writers what they working on and how I can support that...and then I go with that as the teaching/coaching focus. Is that recommended or no?

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This blog is both a forum for collaboration and a resource for language arts teachers to use. Please use the sentences you find here as models for exploration and imitation in your classrooms, and add to them as you find strong examples through your personal and class readings. Use the sidebar to the left to view or add to the collected sentences.

The idea for the blog grew from a conversation at one of Jeff Anderson's workshops. Jeff is the author of Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop , a very practical and valuable exploration of grammar and writing instruction. Through discussion of how to promote positive development of students' grammar knowledge and writing style, Jeff encouraged us as teachers to find powerful model sentences in the stories and books we read, and to present these sentences to our students as models for discussion (what he calls "noticing") and imitation. When teachers asked if there is a collection of these model sentences somewhere, the idea for this blog was born. Jeff's second book, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop , also holds many lessons to help you teach editing outside of the "vacuum" of canned instruction.

Use in the Classroom: These are meant to be noteworthy sentences from published authors that students can examine ("What things do you notice about this sentence?") and imitate ("Now you try it, using this sentence as an example.") within the context of writing instruction of all types. Some sentences could also serve as leads, prompts, or stems for journal entries or more formal writing assignments.

Organization of Blog: In the left sidebar, I have grouped these entries in a variety of ways, knowing that teachers look for sentences for many reasons. There is a general "Best Sentences Ever" Section, and below that there are numerous more specific categories of the following titles: Parts of Sentences (with subheadings of Parts of Speech, Phrases, and Clauses), Purpose of Sentences, Structure of Sentences, Length of Sentences, Syntax Techniques, Figurative Language, Sound Devices, Literary Techniques, Punctuation, and Style/Voice.

How to use this site as a resource: Use the links in the left sidebar to select a category of sentences. Once on the category page, click on individual types of sentences to view or add sentences. Read the "Comments" to find sentences relevant to your current search.

How to contribute to this resource: Below any post about a type of sentence, click on the "Comments" link, and type the sentences according to the following directions. Please write out your selected sentence(s) in quotations, followed by the name of the author, the work in which these lines appear, and the page number(s) on which these lines appear. Please proofread before posting. NOTES: Colorful quotations are wonderful, but please try to make sure they are also appropriate. If you have a strategy that has worked well with this particular sentence you are posting, you may also include a brief description of that strategy.

Thanks for contributing! If you have a comment or suggestion, you may email me at lswolter@gmail.com.

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Notable Sentences...for Imitation and Creation

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"As writers, we learn most of what we know just by watching the pros, don't we?" ~John R. Trimble

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Free resource from Stenhouse

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Possible Lesson Sequence (adapt to YOUR kids!)

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Possible Lesson Sequence (adapt to YOUR kids!)

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Free resource from Stenhouse

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Jeff Anderson & Whitney La Rocca

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Brenda Overturf, Leslie Montgomery, and Margot Holmes Smith

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Michael Graves

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"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

- Teachers College Record

"a timely, valuable, language-friendly, and compact resource for K12 teachers. Many strategies and suggestions were provided with enough detail so that teachers could immediately begin to use them with their students."
-Journal of Language and Literacy Education (JOLLE)
Praise for last edition:

"An essential resource for all K-12 teachers, regardless of content area." -Oneota Reading Journal, Fall 2006

Praise for last edition:

"(A plan) broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between." -Reading Today,vol.23, no.3, Dc. 2005/ Jan 2006

"If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves' Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction."
- Peter Dewitz, district level reading consultant, Mary Baldwin College

"Now that 'vocabulary' is included on the Nation's Report Card, teachers will want to know how to help students increase their word power. Graves's advice will be invaluable in what to do-and what not to do."
-Robert Calfee, professor emeritus, Stanford University

"This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions."
-Diane August, senior research scientist, Center for Applied Linguistics

"Michael Graves provides clear, practical, empirically grounded strategies and techniques for each component that K-12 classroom teachers and reading specialists will find invaluable. This is a must-have professional resource for the desk of all literacy and subject-matter teachers."
-James F. Baumann, University of Georgia

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"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

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Some Criteria for Identifying Tier Two Words

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Some Criteria for Identifying Tier Two Words

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EKC

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EKC

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Unit(s):

4-5 Potential Words (leaving space for students to suggest two to three more):

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With new assignments, give student time to feel confident and understand the process.  

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With new assignments, give student time to feel confident and understand the process.  

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organizing a "rota" for conferring to make sure I'm checking in with every learner regularly...not just tending to focus on the needy ones

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organizing a "rota" for conferring to make sure I'm checking in with every learner regularly...not just tending to focus on the needy ones

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vary (variety, variable)
hypothesis (hypothesize, etc))
structurebn
approach
conclude (conclusion, etc)