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This video was focused on different teaching tools to use in the classroom (learning progressions, bookmarks, demonstration notebooks, etc). I learned that teaching tools are meant to move students towards independence. This has been something I have struggled with this year. I really want my students to move towards being independent on their own and using the tools around them. A tool that seemed interesting to me was bookmarks. I have never really thought about using bookmarks in my class. I liked the idea of having students personalize their own bookmarks with different things students need to work on or things to look for in their book. This allows them to take some ownership of what they need work on.

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In the next video, Andrea talked about giving feedback during writing workshop. This year, I really want to give my students a checklist, so they are able to self-assess or check their work with a partner. My students rely on me when it comes to writing so I want to have them do more of the learning when it comes to self-assessing. Those checklists can be overwhelming to students sometimes so I love the idea of the "Two Stars and a Wish". This allows students to focus in on what improvements their writing needs. I also like how Andrea suggested to have them only focus on one section of the checklist. Again, this is going to make this checklist a lot less overwhelming and intimidating for students. If they are using a feedback form, they should only be focusing on what we talked about. This is going to be something I want to improve on for next year to make the writing process more seamless.

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This video is very informative for many different reasons. The first being that it clearly broke down the different levels of writing. When you’re writing about reading it also talked about how you can track your growth through looking for certain points in the writing. Lastly, it mentioned how you must model to help lift levels and show the students what you would like to see for every expectation. If you have a student, that was a one star don’t expect them to make the leap to three or four stars, take baby steps and work their way up.

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Teaching grammar through interactive read aloud- Bri bovee 

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Teaching grammar through interactive read aloud- Bri bovee 

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In this video, they really hit on the difference between learning and written text versus oral language. It was interesting to me to learn that young writers are able to connect a teachers oral language through direct instruction, using hand motions to the written language. What I mean by this is if I read a sentence that promotes dialogue and I change my voice tone to match the punctuation and who the character is, this will help better the young writer in learning grammar techniques.

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1. Mentor text  in writing workshop
2. Teaching grammar through interactive read aloud’s
3. Why write about reading

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Mentor text in writing workshop- Bri Bovee

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Mentor text in writing workshop- Bri Bovee

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The biggest takeaway I had from this video is to pull vocabulary words before reading the story to discuss and elaborate on with the students. I also learned to add comprehension questions through sticky notes into your book, which will ultimately lead to bigger talk as a group. Lastly, I learned that a mentor text means you revisit it a lot and you’re constantly thinking about how else you can use it to show different craft moves.

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(Bri L) The biggest take away that I have from this video was that we should always be thinking about how our students will use the tools that we give them in order to take accountability for their learning. I also thought that the idea of figuring out the obstacles that are standing in the way of our students will help us choose the most beneficial tool for them to use.

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(Bri L) My biggest take away from this video was the idea of peer feedback driven by the progressions checklist. This is such a great idea! I also liked the idea of creating a 2 stars and a wish worksheet and giving students a choice in how they will improve their writing based on the feedback given!

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(Bri L) My biggest take away from the first video that I watched, which was Top Tips for Writing Workshop (Kate Razzano) was the idea of immersion. I did not think about doing this before a unit, and now I see the benefit of doing this! It really seems to introduce the type of writing to our students and show them some of the expectations we have for the unit.

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The three videos I watched were:
1. Top Ten List
2. Tips for Increasing Stamina and Writing Independence
3. Using Mentor Texts in the Writing Workshop K-6

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(Shelby) The final video that I watched was Kate's video on Mentor Texts. I utilized mentor texts frequently during my long term substitute position in a fifth grade classroom. That said, this video helped me see how I can elevate my use of the books as aids for understanding. Something that I loved that Kate said was "Mentor texts can be a powerful third teacher in the classroom." Not only are the students getting modeling from me as their teacher and good examples from their peers, but they are seeing how published authors use the same specific crafts in their own books. I appreciated the reminder of mentor texts becoming such when they are revisited, not read for the first time during the lesson. The revisiting of the texts allows for the connection to grow and for the students to focus on whatever concept I want them to grasp over the story as a whole.

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(Shelby) For my second video, I watched Beth's Building Stamina and Independence. One of my takeaway's from this video is that as the teacher, it is my job to meet the students where they are at and find helpful strategies that work for them to best support them as writers. One of the things that stuck out to me as when Beth talked about explicitly teaching students how to work in partnerships. It is not enough to have students get together and tell them to work together to make each other's writing better. For this partnership to be fruitful, I need to model for process to start and teach them each steps they need to go through when working on their writing with others. This is something I want to be intentional to teach at the beginning of the school year so that my students know exactly what my expectations look like for partnerships as they year progresses.

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(Shelby) For my first video, I watched Katie Razzano's Top Tips for Writing Workshop. One of my biggest takeaways from this video is that consistent organization is key for helping writers be as successful as they can be. Katie talked a lot about practical tools like red pens and writing folders and how they can be utilized to elevate the writing experience. While I will be implementing a lot of these practices in my own classroom, something that stuck out to me was Katie's conferring chart. I want to do a better job meeting with students on a regular basis, and this chart will allow for me to track where they are at and what they will need help with in each Bend. I really appreciated how practical these tips are for all classroom grade levels!

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In this video, it talked about the district beliefs of Grammar Instruction and how to apply those beliefs to your classroom. Grammar Instruction needs to be intertwined with writing instruction. Grammar is also about meaning. There were some examples of different opportunities for questioning students about grammar instruction. By asking students open ended questions like this, it gives them the opportunity to question and discover the information themselves. This also allows them to think critically about grammar. I especially liked the "Invitation to Imitate". I really started to incorporate this process into my class towards the end of the year. We practiced imitating and creating sentences together, then I sent them off to try it themselves. I had students try this on white boards and had them hold them up and share with the class. This gave students the opportunity to share their thinking with each other and me. Although, I want to push myself this year to think of some more creative ways for students to imitate and create when it comes to grammar instruction.

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1. Tips of Increasing Writing Stamina and Independence
2. Catie's Top Ten List for Writing Workshop
3. Phonics

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It was really helpful to hear Catie's tips for organizing and structuring Writing Workshop in her classroom. Effective and efficient conferences is one of my big goals for the upcoming school year. I really liked the way Catie's conferring sheets had the writing standards right on them. I'm brainstorming ways to use this idea as well as the illustrated checklists from the unit resources to amp up my conferring with writers this coming school year.

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This is my biggest goal to grow on this year in my writing instruction. After our training on this topic yesterday, this video was a nice wrap up of what we learned. My biggest is interactive writing is where our phonics skills are transferred while writing about a shared experience. During this type of instruction, the students have the pen, and we are only taking it if we need to pick up the pace. The examples that were given in the video, and in training, are some that I am certainly going to complete with my class. I am very excited to level up my interactive writing instruction this year!

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Videos I watched:

1. Interactive and shared writing

2. Tips for teaching the alphabet

3. Top ten list

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This video was great in summarizing things we’ve learned this week and giving specific tips that can be used in the classroom. Some things I really liked was the conferring sheet, the student/teacher made goals on sticky notes, the unit folders, and the different colored revising pen.

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Since I haven’t taught a full year yet, this video helped to see what teaching the alphabet will look like in the beginning of the year. It is important to give a lot of exposure to the alphabet so students can memorize it. Along with this, I like using verbal pathways for letter formation. Lastly, something I took away was “how to learn a letter” by studying the way a letter looks, finding it in a book, etc.

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This video helped me in diving deeper into interactive and shared writing. It gave me more insights on how they are beneficial and how to really incorporate them into the classroom. Having the steps on how to plan them out is very beneficial and I can’t wait to do more of them this school year!

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This year I want to beef up my writing area of the classroom. I think that introducing and adding flaps and tape so that students can add these to their writing, even when I'm not conferring with them, will increase their independence with editing. I also would like to increase the amount of time that I dedicate to writing partnerships. Finally, a "map" for students to increase their independence with breaks built in is definitely a strategy I'll use this year!

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The videos I watched are listed below:
1. Writing Stamina by Beth
2. Interactive and Shared Writing by Kate
3. Alphabet Arc by Kate

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As a new teacher, I am always searching for researched based intervention to use in the classroom. I was first introduced to the alphabet arc this year by one of the interventionists at my school. The arc was the whole alphabet in uppercase letters. I used magnetic letters and had the student match the letter and say the sound it made. I cherished this tool knowing that it was research based, but now I feel as though I know the vast skills it can be used to practice!
I enjoyed this video because it demonstrated so many different types and ways to use alphabet arcs. The point that stuck with me the most was the gradual release of learning over to the student. You start by using the whole alphabet arc, then you use an arc that is only missing the anchor letters, a, m, n, and z.
After your student has mastered using the tool in these ways, you may give them an alphabet arc with just the anchor letters, and the student fills in the rest. The last step before sending the students off on their own is to just them an alphabet script and they make the arc on their own.
I will absolutely be using this tool while pulling small groups this coming school year.

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During Kate's Phonics video she talked a lot about the importance of transfer. Last year I think I did a good job with providing whole group opportunities transferring the phonics skills through Interactive Writing and Shared Reading. I think I could improve by changing up some of the Literacy Stations students engage in independently to allow them more opportunities to practice these skills. I really like the idea of students using decodables to find specific phonics skills and revising some of my writing to apply the phonics skill that was taught.

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My biggest takeaway from this video was regarding struggling writers. This year, I saw that I had a large group of writers who struggled to be productive while I was not sitting with them. I made small groups and pulled them to work several times a week, but I felt that I still was not able to reach all of my struggling students. Beth talked about having these students make a goal for how many lines they think they could write for 5 minutes. They simply put an "X" where their goal is to write to in the 5 minutes and they do their best to reach it. Students are usually amazed at how much they can write in five minutes and in return, their writing stamina increases. This is a productive way to reach more than just the few students I am pulling for small group while also allowing me to create more efficient small groups.