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USERNAME: david.stjohn@vpashenzhen.com
PASSWORD:  998877

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Victoria Ed. Association ShenzhenShanghai - Amplifying the PYP through Workshop - Session #2

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Victoria Ed. Association ShenzhenShanghai - Amplifying the PYP through Workshop - Session #1 (1)

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Now Available Separate from the Units of Study for Teaching Reading!
The Guide to the Reading Workshop, first introduced as a part of the Units of Study for Teaching Reading, is now available for separate purchase. The Guide can be an essential manual for principals, curriculum coordinators, coaches, and others who are supporting implementation of Units of Study -or for anyone wanting to learn more about reading workshop.

The Guide to the Reading Workshop offers a comprehensive but concise introduction to:

The Units of Study Series: mission, background, history, relationship to state standards including CCSS

The essentials of reading instruction

The big picture of a reading workshop

The architecture and principles that inform minilessons

Classroom management in reading workshop

Effective conferring and small-group strategies and resources

Ways to launch and teach into book clubs

Using read-alouds to teach the skills of proficient reading

The special importance of nonfiction reading

Supporting all learners: RTI, using data to drive instruction, supporting ELD

A Guide to the Writing Workshop: Primary Grades
A Guide to the Writing Workshop: Intermediate Grades
A Guide to the Writing Workshop: Middle School Grades
A Guide to the Reading Workshop: Primary Grades

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A Guide to the Reading Workshop: Intermediate Grades

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Now Available Separate from the Units of Study for Teaching Reading! The Guide to the Reading Workshop, first introduced as a part of the Units of Study for Teaching Reading, is now available for separate purchase.

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Now Available Separate from the Units of Study in Opinion, Information, and Narrative Writing!

The Guide to the Writing Workshop, first introduced as a part of the Units of Study in Opinion, Information, and Narrative Writing, is now available for separate purchase. The Guide can be an essential manual for principals, curriculum coordinators, coaches, and others who are supporting implementation of Units of Study -or for anyone wanting to learn more about writing workshop.

The Guide to Writing Workshop offers a comprehensive but concise introduction to:

The Units of Study Series

What state standards say about writing

What to expect from primary writers

The necessities of writing instruction

Provisioning a writing workshop

Classroom management in writing workshop

Minilesson basics

Effective conferring and small-group work

Support for English learners

Building your own units of study

Also available:

A Guide to the Writing Workshop: Intermediate Grades
A Guide to the Writing Workshop: Middle School Grades
A Guide to the Reading Workshop: Primary Grades
A Guide to the Reading Workshop: Intermediate Grades

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A Guide to the Writing Workshop: Primary Grades

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Now Available Separate from the Units of Study in Opinion, Information, and Narrative Writing! The Guide to the Writing Workshop, first introduced as a part of the Units of Study in Opinion, Information, and Narrative Writing, is now available for separate purchase.

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The Classroom Essentials Series

A foundational guide to the principles, practices, structure, and daily routines of Writing Workshop.

*How can I get started with writing workshop, or refine my workshop?
*What are the essential elements of a writing workshop?
*How can I create daily structures and routines that support writers?

In this foundational guide, Katherine Bomer and Corinne Arens describe the elegant simplicity of a Writing Workshop focused on just three essentials-time, choice, and response. Based on the research-based belief that children learn to write best when we provide a predictable, daily structure for writing, Katherine and Corinne introduce teachers to the rituals and routines of writing workshop and suggest ways to take small, incremental steps toward implementing them. Shared from the viewpoint of two veteran educators who understand the issues and obstacles teachers face day to day, A Teacher's Guide to Writing Workshop Essentials also serves as a refresher for experienced workshop teachers looking for a chance to refocus, clarify, and extend the work in their practice. If your teaching has become more complicated and more focused on curriculum than on the writers sitting in front of you, if you're not sure what your students really need to support them as writers, or if you're just not sure how to get started with Writing Workshop, this guide is for you.

(click any section below to continue reading)

Contents

Part One: Writing Workshop Essentials
Writing Workshop Structure

Part Two: Time
Working In Time
What Students Do in the Writing "Bubble of Time"
What Teachers Do in the Writing "Bubble of Time"
Predictable Time Matters
Work That Extend Across Time
Protecting Writing Workshop Time
Benefits of Breaking Out of the "Bubble"
Writing Workshop and Multilingual Students

Part Three: Choice
Understanding Decision Making
Choice Matters
Possibilities for Maximizing Student Choice
Starting with Choice Right From the Start
Writing Workshop and Multilingual Students

Part Four: Response
Response Matters
Structures and Routines for Daily Response
Teaching Students About the Give and Take of Response
Extending Response Beyond the Walls of the Classroom
Writing Workshop and Multilingual Students

Part Five: Time, Choice, and Response Across a School Year
What You Will Likely See Early in the Year
What You Will Likely See as the Year Progresses
"I'm the Kind of Writer Who..."

Companion Resources

Related PD Services

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A Teacher's Guide to Writing Workshop Essentials: Time, Choice, Response

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A foundational guide to the principles, practices, structure, and daily routines of Writing Workshop. - Heinemann

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Getting Personal with Inquiry Learning — KATH MURDOCH

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Getting Personal with Inquiry Learning draws on Kath Murdoch’s decades of experience to offer a thorough, practical guide to supporting young learners’ investigations into their passions, interests and questions. Following her best-selling Power of Inquiry, this book invites teachers to take their t

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What's TRUE? What's NEW? What are you WONDERING?

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What's TRUE? What's NEW? What are you WONDERING?

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Victoria Education Association - Environment Inquiry - Google Jamboard

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Victoria Education Association - Environment Inquiry

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Victoria Education Association - Environment Inquiry - Google Jamboard

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Victoria Education Association - Environment Inquiry

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To give them our full care and attention regardless of their own personal situation or our own.

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"Help them spark their imaginations"
"Help students to learn how to express themselves"
"Teach important life lessons that will help them in the future"
"To help students feel comfortable and confident"

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To make a concerted effort to make the students well rounded citizens, and not just academics.

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Meet them where they are.
Patience for individual needs.
Keep content relative to student interests.

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I promise to offer support, be gentle about difficulties, lead from the front.

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We promise to guide and not control. we promise to be good role models

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Share and provide resources suited to help them in an efficient way. Each child has different learning styles.

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If you look/listen/try/participate/reflect at home you 'will' do well.

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If you look/listen/try/participate/reflect at home you 'will' do well.

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Pat

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We promise to make learning and reading engaging, fun, appropriate and interactive

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We promise to make learning and reading engaging, fun, appropriate and interactive

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Qibao and Pat

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Fostering Independence and confidence

Offering choice and teaching towards students interests

Extended practice time

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Be fair to all of my students and treat them equally.
Meet individual students needs at their own pace.
Student agency, planning and organizing all my instructions to be student centered.
Promote collaboration and cooperation

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To ensure that the learners have a safe and caring environment to learn and grow in.  To allow them to make mistakes and learn from it.  To give then the confidence to take learning into their own hands.

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Promise to provide them space to learn
Promiser to listen to the kids, give them time
Promise to support and help the kids

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To Provide Space to Learn
Ample time for everyone and to help all.

Help students enjoy their learning.
Provide them with the motivation to become "lifelong" learners

Provide a safe environment for students (Not just physically, but also in terms of SEL)
To Teach SNAPWORDs and provide a linguistic foundation
To create love/interest in stories/books

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To encourage and motivate our students.
To build their confidence.
To equip students with the necessary tools, resources and strategies to improve their reading and writing.
To create a safe environment for students to engage in reading and writing

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To ensure students are able to express their ideas and feelings through reading and writing. Help them build confidence and the passion for reading and writing.

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To ensure students are able to express their ideas and feelings through reading and writing. Help them build confidence and the passion for reading and writing.

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GOTS - What's a takeaway for you/your group today?

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GOTS - What's a takeaway for you/your group today?

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WANTS - What are you wondering? What content do you want to dig into next?

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WANTS - What are you wondering? What content do you want to dig into next?

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Victoria Ed. Association ShenzhenShanghai - Amplifying the PYP through Workshop - Session #2 (1)

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Victoria Ed. Schools: PYP Lesson Planning Sheet

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Victoria Ed. Schools: PYP Lesson Planning Sheet

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I realised how easy it is to infuse PYP elements. It seems obvious now but I never did it before. Just got be intentional about it!

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It is importants as teachers to take off the presure of wanting to reach 100% of the students all the time. 60% is also okay.
Also, mini-sessions are just an invitation and not the most important part.

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How do we accomodate learners who lack the confidence to be critical thinkers and take learning into their own hands?

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What's a takeaway from today's session? What are you wondering?

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What's a takeaway from today's session? What are you wondering?

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1. Review "What Make's Feedback Sticky?" 2. Reflect: Which moves are you already making? Which moves might you lift up?

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What might we compliment? What might we teach?

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What might we compliment? What might we teach?

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What might we compliment? What might we teach?

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Great examples of conferring and tips.

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From A Teacher's Guide to Writing Conferences of The Classroom Essentials Series
Invite students to have a real give-and-take with you.

Even though in conferences you're a teacher talking to students, you're also a (more experienced) writer talking to (less experienced) fellow writers about what writers do-come up with topics, make a plan for a piece of writing, write a lead, develop a section
with detail, use commas in a series, and so on. In this give and take, you learn about what students are trying to do as writers and how well they're doing it, and the students learn how they can do their work better.

Speak in a conversational tone.

Tone is the foundation of the good relationships you want to develop with students over the course of the school year. Speaking in a warm, friendly manner puts students at ease and makes it more likely they will talk with you about what they're trying to do as writers. What you learn from this talk helps you assess students and decide what you should teach to help them grow.

Sit alongside students, at their eye level.

How you sit with students helps you establish a positive tone in conferences. You might grab a nearby empty seat or sit on one that you carry with you around the classroom. As you sit, it's important to make frequent eye contact with students and make sure that your
facial expressions show an interest in what students are telling you.

Use "active listening" strategies.

For example, give some wait time after asking a question so that students have the time and space they need to come up with a response. Ask students to "say more" about what they tell you. And repeat what children say to check that you're hearing them correctly.
Using these strategies shows that you have a real interest in what students are saying and that you're really trying to understand them. Students will usually respond by talking to you more.

The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

Learn more at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

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The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

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Always try to be encouraging when you are giving feedback. Let students know that it's ok to make mistakes.

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Always try to be encouraging when you are giving feedback. Let students know that it's ok to make mistakes.

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R: Main take away for me with conferring - It's not about reinforcing the teaching point; It's about the learner and expanding wherever they're at.
M: Building confidence in what they've already done well to get them to be risk takers and try more
A: 5 steps of the architecture of the conference follows a structured approach to conferring with ESL students

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Few things accelerate a learners progress more than feedback, (John Hattie, 2009).
I can definitely improve upon the final two steps of the 'Architecture of a conference' to make my teaching point stickier.
Firstly with coaching and making my teaching point immediately useful.
Secondly with linking and showing the learner other scenarios where there newly learned skill may be useful. (Forever stance)

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One action step I'm planning to take is...

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One action step I'm planning to take is...

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OUR JAMBOARD

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Victoria Ed. Association ShenzhenShanghai - Amplifying the PYP through Workshop - Session #4

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MAKE A COPY

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I used to think that workshop was the units of study, now I'm thinking that workshop is a model

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I used to think that workshop was the units of study, now I'm thinking that workshop is a model

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I used to not understand Workshop, now I'm thinking it's an amazing way to support readers/writers

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I used to not understand Workshop, now I'm thinking it's an amazing way to support readers/writers

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One action step I'm planning to take is to apply the learning into our classes

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One action step I'm planning to take is to apply the learning into our classes

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Martin (Futian):  I used to think planning 'on the run' was a little unstructured and perhaps a less desirable trait in my teaching. Now I'm thinking that with the use of a note-catcher I can make better use of these 'teachable moments' to give structure to future small groups.

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Martin (Futian):  I used to think planning 'on the run' was a little unstructured and perhaps a less desirable trait in my teaching. Now I'm thinking that with the use of a note-catcher I can make better use of these 'teachable moments' to give structure to future small groups.