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EABH K-5 PD Days Session 3 RW-Co-teaching 

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Investigate and Imagine YOUR Learning Spaces

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Investigate and Imagine YOUR Learning Spaces

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Make a Copy- OUR Learning Space and Class Library Reflection

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What elements of our learning around the PYP Essentials and Workshop Approach affirm, extend or challenge your thinking?

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EABH Affirm Extend Challenge - Google Jamboard

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Components of Balanced Literacy with Links EKC

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Chris Gadbury

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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mrs.justine.otte@gmail.com

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Text Project

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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@justine_otte
@EKC_Literacy
#EKC

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Reading and Writing Workshop in International Schools

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Reading and Writing Workshop in International Schools

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Great group focused on literacy!

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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From Clare Landrigan

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Learning Environments: Gallery Walk Jamboard

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Learning Environments: Gallery Walk Jamboard

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Learning Environment Gallery Walk EABH - Google Jamboard

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Think beyond levels... developing independent readers

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Think beyond levels... developing independent readers

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Debbie Miller- What's the Best that Could Happen?

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Debbie Miller- What's the Best that Could Happen?

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Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

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"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

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“Dove and Honigsfeld’s new book arrives at the perfect time as an increasing number of schools move to a collaborative instructional model and are searching for guidance. The authors not only tell us how to effectively collaborate and co-teach to benefit English l…

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EABH Unpacking with Translanguaging Template

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EABH Unpacking with Translanguaging Template

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Co-teaching PYP Inquiry-based Lesson Planning Sheet EABH

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Multilingual Co-teaching Possibilities - Google Jamboard

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Foreword by Cornelius Minor

The Four Domains of Responsiveness

The Structure of This Book

Chapter 1: Collecting Information About the Writers in Your Classroom

Chapter 2: Planning Responsive Instruction

Chapter 3: Co-Constructing Responsive Charts

Chapter 4: Selecting Responsive Mentor Texts

Chapter 5: Providing Responsive Demonstration Texts

Chapter 6: Empowering Students to Make Their Own Tools and Resources

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The Responsive Writing Teacher, Grades K-5

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Foreword by Cornelius Minor The Four Domains of Responsiveness The Structure of This Book Chapter 1: Collecting Information About the Writers in Your Classroom Chapter 2: Planning Responsive Instruction Chapter 3: Co-Constructing Responsive Charts Chapter 4: Selecting Responsive Mentor Texts Chapter 5: Providing Responsive Demonstration Texts Chapter 6: Empowering Students to Make Their Own Tools and Resources

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MS Humanities_ Sample Daily Schedule in Bends (75 min.)

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Gaia Cornwell's Jabari Jumps (Candlewick) illustrates optimism and strategies for releasing fear.

While writing personal narratives in fall 2020, Kelsey's class studied a mentor text: Do Like Kyla (Scholastic), written by Angela Johnson and illustrated by James Ransome. Johnson's text includes repetition, dialogue, and sentence structures that students could approximate in their own writing. Additionally, the storyline was one that many children could connect with during the pandemic-siblings spending time together and going on a walk to the store.

One student drew a portrait of Ransome in preparation for the virtual visit.

Young writers were particularly drawn to the illustrations. During Zoom meetings, they watched a series of instructional art videos with Ransome on KitLit TV. They turned shapes into people, tried a technique with watercolors called "glazing," and illustrated their own stories. Students prepared artwork, books, and questions to share with the illustrator during a virtual school visit.

Many authors and illustrators-like Ransome-have provided access to their work and engaged with children remotely, allowing deeper connections to form between creator and mentor, child and text. Through recorded read-alouds, students can listen to authors read their own texts. Through virtual visits to schools and recorded interviews, authors and illustrators give students an opportunity to ask questions about the texts they are studying, writerly processes, and craft moves. With growing access to texts and their creators across multiple platforms, mentor texts can be selected with responsiveness to students and their communities.
What is responsive writing instruction?
Responsive writing instruction activates an asset-based mind-set when making modifications to instruction. It requires that teachers see students and answer these questions:

How do we meet students where they are?

...with what they have?

...in ways that celebrate who they are?

Our book, The Responsive Writing Teacher: A Hands-on Guide to Child-Centered, Equitable Instruction, frames responsive writing instruction within four domains of responsiveness:

Academic responsiveness: ensuring new skills and content match students' abilities and goals

Linguistic responsiveness: ensuring language(s) used in instruction and in the classroom environment are accessible and inclusive of home language(s)

Cultural responsiveness: ensuring a diverse and authentic representation of authorship, characters, and content within the texts and resources

Social-emotional responsiveness: ensuring a safe, supportive, and engaging environment for taking risks and overcoming challenges in the writing process

Responsive instruction within these domains centers students-establishing an evolving and deepening understanding of them as writers and community members and people.

Knowing and honoring the skills, languages, cultures, perspectives, and interests that students contribute to a classroom community opens up possibilities for planning and teaching with abundance. Planning and teaching that is inclusive. Planning and teaching that is engaging. Planning and teaching that is equitable.
Responsive mentor text selection across the domains
Using mentor texts is an important component of writing instruction. Mentor texts invite writers into the process, immersing them in words, inspiring them to try, and demonstrating the power that is possible through words and shared ideas.

To evaluate a mentor text for academic responsiveness, consider the following questions:

Does the text model many of the genre-specific elements and craft moves that students will learn to include in their writing?

Will students be able to approximate such text features?

To evaluate a mentor text for linguistic responsiveness, consider the following questions:

Is there accessible vocabulary and vocabulary supports (e.g., illustrations, labels, captions, glossary) that develop background knowledge?

Are there grammatical structures that are at a level at which students can note, emulate, and approximate?

Does the text feature languages that students speak or immerse students in new languages/dialects?

On this page from Birdsong (Greystone Kids) by Julie Flett, readers can study craft moves that include, but are not limited to, the plot, mood, word choice, conventions, repetition, and sentence structures.

To evaluate a mentor text for cultural responsiveness, we recommend using this chart, inspired by a presentation from Sonja Cherry-Paul:

Representation

Are characters doing everyday things?

Are they portrayed as victims?

Is there a savior?

Context

What are characters in the book doing?

Are they doing it in present time? Not just in history?

Authorship

Who is the author?

What makes the author uniquely positioned to tell the story?

Content

Does the text have an authentic voice?

Will students want to read this book?

Chart adapted from the NCTE presentation " Building Better Readers Through Book Clubs" by Sonja Cherry-Paul
To evaluate a mentor text for social-emotional responsiveness, this chart provides guiding questions for different genres:

Because there is no one-size-fits-all curriculum; students' skills, languages, identities, and interests are diverse; and constraints continue to drive creativity, responsiveness-which has always been essential-is critical now more than ever. For us, the four domains have become a way of thinking, analyzing, and acting, as we continue to ask: How do we meet students where they are, with what they have, in a way that celebrates who they are?

Melanie Meehan and Kelsey Sorum will be leading a free webinar, "Responding to Writers, Responding to the World: Instruction That Centers, Celebrates, and Empowers Students," on March 17, 2021, 5:00-6:00 p.m. ET. Register now to reserve your spot.

Melanie and Kelsey's book, The Responsive Writing Teacher: A Hands-on Guide to Child-Centered, Equitable Instruction, is available now from Corwin Literacy. Use the discount code ILA25 for a 25% discount plus free shipping on purchases from corwin.com.

Melanie Meehan has been the elementary writing and social studies coordinator in Simsbury, Connecticut since 2012. She is a coauthor of Two Writing Teachers, a blog dedicated to the teaching of writing, as well as a regular contributor to Choice Literacy. Her book, Every Child Can Write, was published by Corwin Press in October 2019. Follow her on Twitter at @MelanieMeehan1.

Kelsey Sorum spends each day coconstructing joyful, integrated literacy experiences alongside nearly 30 kindergartners at a progressive public school in the Brooklyn neighborhood of New York City where she lives. Kelsey's work is featured She presents at local and national literacy conferences as an advocate for early childhood education. The Responsive Writing Teacher: A Hands-on Guide to Child-Centered, Equitable Instruction, is her first published book. Connect with her on Twitter at @KelseySorum.

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Gaia Cornwell's Jabari Jumps (Candlewick) illustrates optimism and strategies for releasing fear. While writing personal narratives in fall 2020, Kelsey's class studied a mentor text: Do Like Kyla (Scholastic), written by Angela Johnson and illustrated by James Ransome. Johnson's text includes repetition, dialogue, and sentence structures that students could approximate in their own writing.

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Where can you find diverse books? Right here! We've compiled the following list of sites that offer recommendations for diverse titles. Our list is not exhaustive, and we welcome suggestions ...

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Cooperative Children's Book Center (CCBC)

The CCBC is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature. The CCBC is a noncirculating examination, study, and research library for Wisconsin school and public librarians, teachers, early childhood care providers, university students, and others interested in children's and young adult literature. The CCBC is part of the University of Wisconsin-Madison School of Education, and receives additional support from the Wisconsin Department of Public Instruction. More about the CCBC.

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The Cooperative Children's Book Center (CCBC) is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature.

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https://ekc.padlet.org/natashyahays1/eabhkg

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https://ekc.padlet.org/sarahshannon2/EABH_Gr2

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https://ekc.padlet.org/EKC/EABH_G3

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https://ekc.padlet.org/EKC/EABH_G4RW

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https://ekc.padlet.org/natashyahays1/zbjci8st82xdcau1