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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 in International Schools!

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Our Learning, Ideas, and Reflections - Text Complexity K-2

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email:
amberbirchtrujillo@gmail.com

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Great resource to understandings and planning for phonics

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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Got- Thinking about and planning the book introduction based on the context - selection or guided reading.
Noticing the patterns of levels as band is helpful to coach kids into developing identity as readers.

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Got-How 1:1 correspondence is the goal for AB levels; A better understanding of A/B Band
Want-Just more of this at each level :)

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Got - Introduction Context. Quick and easy in an informal setting, such as book shopping and more complex when in GR group.
Want - Ways to help our ESL/ELL learners when their vocabulary is so low that they struggle with A/B level books.

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Gots - Deeper understanding of levels A/B
Wants - Continue to dive into each text band and more discussion around labeling/color coding and how to motivate students to progress as readers along with helping them select just right books (besides the 5 finger rule) without labeling the students or the books.

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Got - A much better understanding of preconventional readers and more insight into level A & B books which I haven't worked much with

Want - To continue small group discussions. I really enjoyed hearing the insights and thoughts of my group.

Thanks for a great session today! :)

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Got: thinking about/always keeping in mind that levels A & B are mostly about 1:1 correspondence and reminding students to use the pictures as clues so they don't get too focused on the words and get stuck. Not to forget to do a book introduction to capture their attention as well as to provide some helpful background knowledge before starting the book.
Want: to find a simple way of sharing this with PK, Kinder and other G1 teachers in my section at my school - this is SO helpful!

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Got: A deeper understanding of what A and B means and how to think about them as an emergent reading teacher.

Want: More of the same with other levels!

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Gots: A deeper understanding of what Level A/B texts look like and how to support readers in accessing these texts
Wants: More! (Why didn't we learn this at University!! ;)
Another want I thought of today: Is there a simplified letter/sound progression that aligns with teaching points at each text level. I know F & P have this in their continuum, but that book is so overwhelming for teachers!

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Got - A better understanding of introducing texts
Want - A discussion of how to explore more challenging texts

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Varsha:Got: An understanding about how to analyze  A/B level books for complexity. 

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Varsha:Got: An understanding about how to analyze  A/B level books for complexity. 

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Want: How to understand more challenging or higher band books.

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Got: More specifics on what to think about when doing Book Introductions.
Want: To keep going thoroughly through all the text bands (up to L) so that I can understand them better.

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Got: Better understanding for Book Introductions
Want: How can I better support my students on which books to take home in order to practice reading.

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Got: Level of A/B is mostly about 1 to 1, concepts of print, using the picture, and talking about what was read. I also understand quick book intros are necessary for most A/B books.
Want: Ideas of how to share this information with the whole team. The same information for the next bands of texts.
Thank you for a great session.

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email:
Gayle_Angbrandt@fis.edu

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Working in small groups, design a minilesson with a CD text. Share teaching point with whole group when finished.

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Support for writing the Mini-lesson

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Sarah Shannon

Email: srvshannon@gmail.com

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Check-out the preview or read the whole book.

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Got: A deeper understanding of C and D texts. Also, how to be intentional with mini lessons in this band.

Want: more info on how the bands interact with balanced literacy/ how to help facilitate balanced literacy in each grade level as the texts vary a lot between grade levels.

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Got - A better understanding of how to support students reading C/D level texts

Want - A greater grasp of how to construct mini lessons that make sense for the class. This may be a matter of looking further into resources independently.

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Gots: Loving the collaborative inquiries into the different text bands. Helps to really set goals for kids.
Wants: Helping teachers in Kindergarten see the importance of developing early literacy skills. With the shift to a more play-based program 'explicit teaching' can be a dirty word for some :) Of course it often comes down to time.
Also knowing when to put more emphasis on Shared Reading over a Mini-Lesson. Knowing when to leverage one over the other

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Gots: Liked the discussions on the book sets. Also appreciated the planning of the reading workshop mini lesson
Want:
How to correlate the F & P with PM Benchmark books. Need to study and analyze the text complexity of ORT books which we use as reading practice and instruction.

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Gots: Using intentional  mini-lesson for independent reading books
Deeper understanding of band C and D.

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Got: Active Engagement during mini-lesson. How to better plan a Reading Workshop

Wants:

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Gots-- Using student writing to learn more about them as readers within the C/D band.

Wants -- More ideas on how to adapt these strategies when we return to school in the fall - virtually, part time, or in a social distanced classroom. So much of the active engagement of mini lessons is turn and talk/partner work. How can we make this meaningful from 6 feet apart or on Zoom?

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Gots: The idea of using writing to help us understand where the students are, along with the reading assessment tool kits. That really understanding the components of the reading levels can help us understand student writing much more deeply.
Wants: Getting a better understanding of how to tailor a Word Study program that is so structured to student readiness and levels (example: if the program calls for teaching vowels and the student isn't there yet, how do we plan for this?)

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Gots- the use of student writing/workshop to see the connection between writing and reading readiness.
Wants- Not really a want but so looking forward to diving deeper into the bands and their characteristics. This range is one area that I have not had a lot of experience with so I'm very excited:)

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Gots - Using student writing to assess where students are and what they are ready for as readers -- never thought of that before!

Wants - How do international schools effectively incorporate all of the components of balanced literacy? My school only has 1 hour a day, specifically for literacy. We try to overlap UoI when possible (PYP school), but it seems like so many components (word study, shared reading/writing) dont happen.

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Got- Push them to C if they are ready successful in level B even though they are not reading with 100% accuracy.

Want - I want to keep on learning and reflecting!

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Gots - Tons of interesting take aways, a better understanding of C & D texts, engaging discussions

Wants - To continue exploring the other text bands in a similar way!

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Got: Text complexity of levels C/D and what skills we want students to develop to read these levels.

Want: Discussion/ideas on how to fit all components of balanced literacy in a daily schedule (Time). Also, I want to be able to develop the same level of  understanding about text complexity with levels above D.

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Got: Good understanding of the nuances and characteristics of C/D books during our collaborative time.
Want - To discuss the role of phonics and how it can support students as they move into conventional reading.

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Great book about preconventional and early emergent readers...

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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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Excellent resource to understand A-Z levels

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Heinemann is a publisher of professional resources and a provider of educational services for teachers, kindergarten through college.

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FOR GROUP PLANNING

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Spelling Stages - Determining Instructional Focus

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Got - A better outline of how to structure a phonics session

Want - A stronger idea of how to differentiate within the mini lesson for advanced readers

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Gots- Deeper understanding of how to create a structured phonics lesson and ideas on how to choose the topic.

Wants - Ideas of what to do when we are teaching these text levels to older students who are striving readers or just starting to learn English. Many of the concepts in the stories are too simple or not engaging for an older student reading at these levels.

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Got: An understanding that E alone is complex and perhaps difficult to nail down. There are lots of concepts to be learned in E! Also, I enjoyed the look at phonics instruction and some practical ways to implement it when time is a factor (which is always!)

Want: Nothing in particular.

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Gots: A nice/simple way to think about structuring a phonics lesson
Wants: Just more time to really inquire into the differences between E texts and FGH

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Got:
- A better understanding of how to set up a mini phonics lesson in a KG class for example.
- More information about what word study looks like in the lower grades

Wants: To have fun exploring the next band of books tomorrow!

Thanks for everything! Today was another fun and interesting session.

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Got: 1)Planning a Phonics Lesson- the new Teaching starts with LISTENING! 2) When I introduce a new concept is better if I present the whole word rather than writing it letter by letter.

Want: Resources/ Videos from teachers who model mini-lessons - phonics lessons. :)

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Got: A better understanding of planning a mini lesson around phonics and word patterns.
Want:
How to use these skills for differentiated learning.

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Got: The structure of a phonics lesson was really helpful and the timing of the lesson was very manageable.

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Gots: understanding that students might linger a bit longer in level E and that it has many more phonics patterns to work on at this level. I love the planning for phonics lessons and remembering to spend as much planning time as it takes to teach the lesson. Some great ideas today for the decoding portion of the mini lesson as well as for the transfer from others in the group.
Wants: more ideas for differentiation for the outliers (particularly the more advanced readers)

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Gots: Loved the opportunity to engage with Mesmer's work after reading her book. Also love the opportunity to have this space to learn and create with each other.
Wants: Looking forward to diving into the next band!

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Gots: I found it really helpful to look at the level G alone. I have a much better understanding of what a reader needs to be successful at that level.

Wants: What does Word Study look like in a 1st/2nd grade classroom?

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Got: A better understanding of how to plan a phonics mini lesson.

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Got: A better understanding of Level E and that Level E is a band on its own. Better understanding around what kids need to be dong as readers in this level of text.

Want: More information around how to know when kids are ready to move to the next level of text in levels above C. Is there a way to assess this without the use of running records?

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Got: a better understanding of level E complexity and our readers needs.

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email: ksimmons44@gmail.com

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Got: A reminder that when teachers or grade level teams spend time diving into reading levels and bands, they will have a clearer picture of what students need to work on and the challenges that they might encounter. This makes such a difference.
Want: Talking about assessment- formative and summative. Knowing when a student is ready to move to the next reading level, running records, retell, accuracy?

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Use what you know about this band to plan a strategy lesson...

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Use as inspiration to design your own cards for IJ band...

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Our Learning, Ideas, and Reflections - Text Complexity K-2

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Got: It was helpful to talk through a strategy lesson and it see how quickly one can be created. I also love the complexity cards and the opportunity to create a student facing one as well.

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Gots - Deeper understanding of FGH and IJ texts. Reminder to use strategy groups and a good structure to teach a strategy group lesson.

Wants - None at the moment. This has been a very informative course. Thank you!

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Gots: A better understanding of the IJ band. Also how to plan and  structure a strategy lesson
Want:
An understanding of a progression of strategies that could be used across non-fiction and fiction.

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Gots-
Deeper understanding of the text level and bands. Planning strategy lesson for younger age group.
The text complexity cards are very helpful for planning and developing understanding.

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Gots: an even better understanding of how fluid the bands can really be and that the books and their characteristics aren't always exact. Students might move more within bands and that's okay.
Wants: to better understand the connection between these higher levels and student writing (what to look for in writing that might indicate they are ready to possibly move to a new reading level).

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Gots: Deeper understanding of how to build a strategy lesson around the needs of students at a specific level.

Wants: More ideas of how to fit together all the different elements when there isn't a second adult in the room.

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Gots: Really enjoyed working together to build a strategy lesson and examine what text complexity looks like at IJ.
Wants: At what point would you start separating fiction and nonfiction complexity cards?

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Gots: Lots of good, practical information about small group work

Wants: Nothing. :)

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- Got: Have conversations with students about what they can do as readers in order to choose good fit books.

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Got: A much better understanding of how level E is a band on its own and what comes next in FGH and IJ and the skills and knowledge the students need to be using in these bands.  Great reminder of the use of strategy groups.

Wants: More information around how to know when kids are ready to move to the next level of text in levels above C. Is there a way to assess this without the use of running records? What are we looking for at the higher levels if it is not a running record?

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email: teresacak@yahoo.com

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Level Bands AB - KLM

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Text Complexity K-2 Tool for Supporting Readers.pdf

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Student Friendly Cards to support readers

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Please take a minute to give us feedback...

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Please take a few moments to give us some feedback so we can reflect, grow, and improve.

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To support teaching skills by strategy...

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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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Got: Strategy lesson ideas. I was given the chance to create my own Text Complexity Card! I loved that!

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lhateleycrowe@nist.ac.th

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alexis.strathmann@gmail.com

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amparoclementemartinez@gmail.com

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varsha20t@gmail.com

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bstapley@brent.edu.ph