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Guided Reading Planner
Example Plan

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ICS P1/P2 Small Group Reflection and Action Plan - Google Jamboard

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ICS P1/P2 Small Group Reflection and Action Plan

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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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colleen@erinkentconsulting.com

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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words.
-Kathy Collins and Matt Glover

What do we see when young children interact with books before they can read the words?

Kathy Collins and Matt Glover see real reading, characterized by purposeful meaning-making and opportunities for reading growth and language development.

"One of our biggest hopes," write Kathy and Matt, "is to help you see and value all of the powerful work young children do as readers." With I Am Reading you'll see that fostering what little ones do before they can read the words is important early instruction.

Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. They share:

observation guides for children reading any kind of book

specific descriptions of language and independence development

sample reading conferences and whole-class minilessons

suggestions for creating reading opportunities in preschool and reading workshops in K-1

action plans to get you going

25 online video clips of children making meaning and teachers supporting them.

I Am Reading pairs two important voices in early literacy to remind us that we're teaching children, not reading levels. "In the rush toward ever higher reading levels in the early years," write Kathy and Matt, "we may fail to value the strategy use and high-level thinking children do before they are reading conventionally." Join Kathy and Matt and look anew at your young readers so you can provide the kind of support that gets them off to a great start.

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It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words.

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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Independent reading is the right of every student. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. Overly prescriptive, culturally irrelevant curriculum does not provide spaces for students to develop a sense of agency as readers or for teachers to make decisions that reflect the needs of the students in front of them. When teachers trust themselves and trust their students to create reading experiences that matter, they positively impact student growth.

Trusting Readers puts the independence back into independent reading-and bolsters that independence with collaboration. Jen and Hannah offer a clear definition of independent reading. Their vision of conferring supports teachers as they support young readers. They help teachers craft reading experiences for students that are centered around their engagement, instructional needs, and identities as readers.

Trusting Readers is an essential and accessible guide that provides teachers with the inspiration, information, and tools needed to grow enthusiastic independent readers.

Jen and Hannah outline practical steps for teachers to implement independent reading time or to enrich their current practice with multiple entry points whether you've been teaching one year or twenty. In addition, they provide a model for reading conferences that support tailored instructional choices and keep students at the center.

In Part 1 of Trusting Readers, Jen and Hannah define independent reading as based on the principles of time, choice, talk, and teacher support. Each chapter keeps student independence and reading identity development at the forefront, while leading teachers through the process of setting up classroom routines that safeguard time and space for independent reading in any environment. Part 2 focuses on conferring during independent reading using The Cycle of Conferring, a framework that teachers can use to help students set meaningful reading goals that not only build their skills, but also support their growth into joyful, purposeful, engaged readers.

Dig into Trusting Readers and consider new possibilities for vibrant independent reading to thrive in your classroom in visible and invisible ways. What is the best that could happen when you trust yourself, your students, and the power of independent reading?

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Independent reading is the right of every student. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. Overly prescriptive, culturally irrelevant curriculum does not provide spaces for students to develop a sense of agency as readers or for teachers to make decisions that reflect the needs of the students in front of them.

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Process for Assessment Based Reading Instruction

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Process for Assessment Based Reading Instruction

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Process for Assessment Based Reading Instruction

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We spend alot of time with the kids on how to enjoy a book...going on an adventure and not rushing through!

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We spend alot of time with the kids on how to enjoy a book...going on an adventure and not rushing through!

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We will read and share a lot of different books

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We will read and share a lot of different books

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hooks/ strat. for them to use to become better

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hooks/ strat. for them to use to become better

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I promise Choices, Time, a safe space, and I will value the reader and the books they choose.

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I promise Choices, Time, a safe space, and I will value the reader and the books they choose.

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Got - New ideas for record keeping and planning out a week

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Got - New ideas for record keeping and planning out a week

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It was really helpful to see how a 1-2 week plan for conferring conferences, strategy groups, and guided reading groups work and look like.

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It was really helpful to see how a 1-2 week plan for conferring conferences, strategy groups, and guided reading groups work and look like.

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Got: Great insight into how we might set up our GR and SGroups

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Got: Great insight into how we might set up our GR and SGroups

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Wants: an in classroom video demo to see it in action!

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A better understanding of the value of guided reading groups.
Being aware of the the idea of empowered by data and bogged down by it

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Got- the difference between guided reading and strategy groups.

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Got- the difference between guided reading and strategy groups.

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The EKC cards and conferring notes with "looking for" on them.

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Gots: how to get first graders to deepen skills 

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Gots: how to get first graders to deepen skills 

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Wants: can you share the conferencing templates you just shared during this session?

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TCRWP

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Phonological and Phonics Skill By Early Reading Levels.pdf

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The TCRWP is eager to support districts, schools and teachers who are implementing the Units of Study curriculum. In an effort to provide resources and updates, we have assembled videos and documents for your use. Our aim is always to support curriculum and instruction that is student-centered, responsive, and assessment based. For the 2020-21 school year, we're sharing different versions of a suggested sequence of units of study. We hope that grade level teams make collective decisions in order to foster ongoing collaboration. Your choices, of course, should reflect your school and district priorities, the needs of your students as they return to school, the resources you have available to you, and the time you have in the year ahead (whether teaching in person, remotely or in a hybrid model). If you are using the Units of Study Virtual Resources, you may choose to follow the sequence set forth in those resources or choose to add units to your grade specific calendar of units.
Suggested Sequences of Units of Study 2020-2021 K-8 Suggested Sequence of Units of Study for Affiliate Schools 2020-2021 K-8 Suggested Sequence of Units of Study 2019-20 TCRWP Suggested Sequences of Units of Study 2019-20 TCRWP Suggested Sequences of Units of Study for Schools in GA 2019-20 TCRWP Suggested Sequences of Units of Study for Schools in TX Provisioning Workshop Classrooms K-2, Provisioning Reading Workshop K-2, Provisioning Writing Workshop 3-5, Provisioning Reading Workshop 3-5, Provisioning Writing Workshop 6-8, Provisioning Reading Workshop 6-8, Provisioning Writing Workshop

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Teachers College Reading And Writing Project

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The TCRWP is eager to support districts, schools and teachers who are implementing the Units of Study curriculum. In an effort to provide resources and updates, we have assembled videos and documents for your use. Our aim is always to support curriculum and instruction that is student-centered, responsive, and assessment based.

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Phonics Focus Small Group: Example & Planner

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Phonics Focus Small Group: Example & Planner

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Phonics Small Group Example & Planners - ICS HK

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Word Study Focused Small Group: Example and Planner

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Word Study Focused Small Group: Example and Planner

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Word Study Focused Reading Group - ICS HK

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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Got framework or outline for organising small groups and conferences.

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Got framework or outline for organising small groups and conferences.

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Want more knowledge when to introduce snap words.

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Got: It was extremely helpful having time to focus and plan and was reminded of how we need to be mindful of balanced literacy when planning

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Got: It was extremely helpful having time to focus and plan and was reminded of how we need to be mindful of balanced literacy when planning

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Gots:
-Making nonsense words with blends
-Incorporating phonemic awareness practice with Elkonin boxes

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Got: This session was really reminded me of how I can teach and integrate phonics into Guided Reading groups and I want to re-structure how I run my GR groups moving forward. I was also reminded that I can plan across 2 weeks when meeting with all the groups.

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Got: This session was really reminded me of how I can teach and integrate phonics into Guided Reading groups and I want to re-structure how I run my GR groups moving forward. I was also reminded that I can plan across 2 weeks when meeting with all the groups.

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Got- A plan for moving forward with small groups

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Got- A plan for moving forward with small groups

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Want to start asking and looking for the "right" questions to see what the kids truly need from me.

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GOT: I totally understand a better way to structure and use my time well in small groups. Going through the different structures for that are helpful.
WANT: I am struggling to help the students connect reading and writing and how they go together. The sounds we are hearing are words we read but they also match the sounds and letters we are writing in our stories. How do I get them to connect these ideas- or don't I?

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GOT: Forms to help us sequence our small group from warm-up to transfer and a great website for decodable books.

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GOT: Forms to help us sequence our small group from warm-up to transfer and a great website for decodable books.

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One thing I want to explore further is...

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One thing I want to explore further is...

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incorporate more interactive writing!

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Interactive writing: start with morning message.

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interactive writing in center work or as an assessment

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I like to explore more interactive writing during my morning routine.

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I like to explore more interactive writing during my morning routine.

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I like to build the routines for word work with emergent readers in the workshop time.

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I like to build the routines for word work with emergent readers in the workshop time.

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Preparing several word work activities we can reuse for multiple phonics concepts

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I'm thinking of a symbol to show that I'm busy while I'm working with a group.

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Find and organize more tasks for my students to do during my small group times.

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explore: better routines with guided reading small groups.

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1 shift in thinking: I can use conferences more realistically as a meeting time with my higher readers instead of a reading group.

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1 shift in thinking: I can use conferences more realistically as a meeting time with my higher readers instead of a reading group.

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1 thing I'm excited to try out is partnerships in reading and choice boards.
1 thing I'm wondering about is what type or organization doc. I will use.

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- I used to think I had to choose leveled groups or strategy groups, one or the other. Now I know I can run them both at the same time.

-I'm going to try partnership conferences and review how to read with a partner, hoping that this helps build classroom community and social skills too.

-I'm wondering how to balance time among minilessons, multiple types of small groups, conferences, and piloting a new phonics curriculum in whole group lessons

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1 shift in thinking: balanced literacy actually allows more freedom and flexibility in planning
1 thing I'm excited to try out is incorporate more partnership reading as well as conferencing with partnerships. I'm definitely going to use the choiceboard for my students so they can sign-up for skills they want to work on.
I am wondering if I WILL have time to do a mid-year check in and reassess their reading levels after Christmas break. I would like to update data to re-group my GR groups.

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I used to think BL had to look a little more structured...operate as individual components but now I realise how to leverage based more on needs...and in a more intergrated way.

1 thing I would like to try is being more intentional with what type of conferencing I will choose.  And also, try planning using a format like the one we did together.  Might work a little better than my centres...

I am wondering about how much/what is realistic to achieve in the time frame that we have.

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1 Shift- not everything has to be taught in large group
1 thing trying- shorter mini lessons longer independent time.
1 will do now- more strategy group rather than just levelled reading groups.
1 wondering- how do I actually fit everything in, teach the content but have authentic learning too.

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Shift in thinking- Value of leveling my readers and decodable books.
Trying next- Goals using Super Reading Post It Notes from book 2
Wondering- Is it working? Are they growing? Are they loving reading?

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We can read with partners and read independently

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We can enjoy reading

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Use reading strategies

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Got - Use of data to plan guided reading and strategy group.

Want - Maybe a comment bank for conferences especially for high kids

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Got - Continue looking for strategy groups as well as levelled groups.  

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Got - Continue looking for strategy groups as well as levelled groups.  

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Want - We want to make sure we have enough data for planning. Pre-assessing is prioritized and use that for planning.
Melody