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Modeling to students
Guided reading, writing, and thinking agreements and sessions
Follow up with students
Believing in themselves
Building confidence
We are ALL readers & writers (name it to/for them) - Inside of each of us is a reader and a writer
Understand/KNOW each student - passions, interests, etc.
Be equitable - respect the individual learning process of each student
Differentiation
Honoring agency
Safe & trust-filled environment
TIME - to read, to write, to learn
Support all students in different ways
Every child matters - leave no child out
Easy access to resources

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How to find a strong balance between Play, Workshop and Inquiry with out overloading students.

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How can I provide meaningful instruction in a limited amount of time in order for students to have enough work period/inquiry time?

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How can I provide meaningful instruction in a limited amount of time in order for students to have enough work period/inquiry time?

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How can we successfully conduct readers/writers workshop with those ELLs who are struggling readers (easily those in the upper grades like 3-5)? 

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How can we successfully conduct readers/writers workshop with those ELLs who are struggling readers (easily those in the upper grades like 3-5)? 

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What does inquiry look like during a workshop session?

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What does inquiry look like during a workshop session?

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how can i provide students with enough information about reading or writing during a specific time

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how can i provide students with enough information about reading or writing during a specific time

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I got confirmation of how inquiry and workshop work well together and how to better explain what I belief.
I want to know more about how to individually conference successfully and to efficiently document where to go next with each student.

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Gots: it was helpful to see the alignment of workshop framework and PYP philosophy.
Wants: actual examples of what the framework looks like in other PYP schools.

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I want to know what independent student inquiry looks like. 

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I want to know what independent student inquiry looks like. 

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Got: confirmation how inquiry and workshop model are closely aligned.
Want: Help in using Lucy Calkins' reading/writing and phonics units to match our UOI's and planning for literacy instruction.

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Got
Our promise to encourage readers/writers to love to read and write.
Want

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I Got how important is the connection between the PYP elements and the workshop.

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Got: A clear understanding of how to break up the time in a workshop and the importance of students "living their work"
Want: How we can provide more agency in the engagement of centres at the grade 1 level

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Got- The importance of "just in time" rather than "just in case" mini lessons
Want- More strategies and examples for implementing inquiry into workshop

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Got: I got to understand how the workshop fits with the PYP curriculum

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Got: I got to understand how the workshop fits with the PYP curriculum

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Wants: I would like to know more about how I can incorporate the workshop elements in to making the class more successful

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Want: A model workshop - can we view something to show us what it looks like?  

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Want: A model workshop - can we view something to show us what it looks like?  

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Got: Affirmation of the importance of agency within the framework of Workshop.
Want: what aspects of workshop can be embedded in an early years(ages 3 - 5) play-based curriculum to support building a strong foundation for reading and writing.

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The affirmation of the essentials for the workshop.
Want:
Elaboration on taking student voice further through or outside these workshops

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I Got:
what most writers need to grow?

And how much it is important for to give the student positive feedback  and giving enough time to write with my students.

I Want:
Learning new strategies makes students write independently

# data[].attributes.attachment_link.description
Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Got: How PYP aligned with the workshop. Just in time not just in case
Wants: how does a good mini lesson look like?The assessments in this frame work

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Second grade POI - How We Organize Ourselves

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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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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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Unit plan G3-How We Organize Ourselves  

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Unit plan G3-How We Organize Ourselves  

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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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https://docs.google.com/document/d/1nx1QWfEgtS9e52m0YXdrewCnEx5MtJGAZRHVSTOsST0/edit

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Lesson Plans (English Stand Alone and UOI Integration for reference)
https://docs.google.com/document/d/1ObWVf50JVFmojUILDWa_UxAtCH-dMdCEJ6TCXvnfLJ4/edit

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QAW Cohort: Inquiry-based Lesson Planning Sheet

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Examples of best practices for mini-lessons leading into guided reading.

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I Wonder: Story Workshop for the Early Years

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I Wonder: Story Workshop for the Early Years

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This week, the staff of Kairos Charter School spent a day at Opal School investigating Story Workshop. They wondered how Story Workshop might support their mission of "cultivating confident creative compassionate leaders." Story Workshop is an approach that has evolved as Opal School teachers and children in the early grades explore the question, What might be the role of the arts in literacy?

After a day of classroom observation, conversation, and presentations, the Kairos staff were asked to articulate the links they saw between Story Workshop and this aspect of their mission. I thought their lists were provocative and worth sharing here. They wrote that Story Workshop cultivates...

making a plan and being held accountable allows me to see my progress and growth

making choices about how I spend my time

giving kids a voice

any meaning I give to my story, it is still my story and worthy

my story is worth telling and sharing

respecting differences

there is no wrong way to tell a story

sharing my stories and feeling secure that it will be received

no strict timeline - I can go at my own pace

confidence in using a variety of materials

exploring a variety of media

makers vs passive learners

opportunities to express your thoughts in multiple ways

overheard: "you just build something - then you find a STORY."

supports inspiration

not rote

seeing different perspectives and different solutions to the same material/problem

finding new ways to tell a familiar story with a new material

ability to explore and create and believe

materials encourage metaphoric thinking allowing for many permutations of an idea or object

Leadership

knowing that your story is important and you can make your voice be heard

inviting friends in to listen and validate your story

cultivates desire to support others

empowering ownership of stories

expressing an opinion that is not widely agreed to

taking a risk and practicing sharing and expecting to both be heard and to contribute to the interaction

teaches kids to be mindful, intentional about choices

what I say has value

helping others and the ability to be helped

I am valuable and important. What I say matters

I wonder: How is your school investigating the relationship between its approaches to literacy and its mission? What do your lists look like?

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Why Story Workshop? - Opal School Online

# data[].attributes.attachment_link.description
This week, the staff of Kairos Charter School spent a day at Opal School investigating Story Workshop. They wondered how Story Workshop might support their mission of "cultivating confident creative compassionate leaders." Story Workshop is an approach that has evolved as Opal School teachers and children in the early grades explore the question, What might ...

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tonyagilchrist.com

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I Wonder: Tips for Honoring All Languages

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I Wonder: Tips for Honoring All Languages

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I Wonder: Taking Language Learning to the Next Level (Podcast)

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I Wonder: Taking Language Learning to the Next Level (Podcast)

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tonyagilchrist.com

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Recently, I had the pleasure of talking with Eryka Desrosiers on her bilingual podcast, A Teacher's Shoes/Souliers de prof. Eryka is not only a podcaster, but also an author and a teacher in Quebec, Canada. She is committed to passion-based learning and connecting education to the needs of today's society.

In this episode, we dug into a multitude of topics: the how and whys of inquiry-based learning, the power of the workshop model, translanguaging, customized professional development, the importance of self-care, and major misconceptions in literacy education.

Be sure to check it out below!

I hope you are able to give it a listen. I would love to hear what you think in the comments! You can also find more of my podcasts here.

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Taking Language Learning to the Next Level - Tonya Gilchrist

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Recently, I had the pleasure of talking with Eryka Desrosiers on her bilingual podcast, A Teacher's Shoes/Souliers de prof. Eryka is not only a podcaster, but also an author and a teacher in Quebec, Canada. She is committed to passion-based learning and connecting education to the needs of today's society.

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I Wonder: Co-teaching for Language Learners (and Everyone!)

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I Wonder: Co-teaching for Language Learners (and Everyone!)

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from Co-teaching for English Learners by Andrea Honigsfeld and Maria G. Dove

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When doing a talk and turn
make sure you have a person A and person B; so they can take turns talking.

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I got a concise overview of how to structure a mini-lesson and several great resources to explore.

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How I can incorporate IB learner profile, skills, inquiry and agency into the workshop model!

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got : how to make connection between reading and the learning profile and all pyp element 

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got : how to make connection between reading and the learning profile and all pyp element 

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Got: I got that it is fine to not focus on million things when we work with students and focus on one!
Want: to know more about a mini lesson.

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I got the useful lesson plan to help guide the inquiry workshop.

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I got the useful lesson plan to help guide the inquiry workshop.

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G: loved your response for how workshop can be embedded in early years and the resources you shared.

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Got: Conferring is the spirit of workshop.
Want: Time to work with my grade level team on our first unit.

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I Wonder: To Learn Even More about Conferring...

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I Wonder: To Learn Even More about Conferring...

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Online Course: Maximizing the Middle

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Maximizing the Middle of Workshop - Erin Kent Consulting

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Record-keeping suggestions from Carl Anderson

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Single Student Example

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Designed for MS/HS and short-on-time primary

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Partnership Conference Example

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Aha moment
Allowing students to choose their own topic of interest to help support them to build a skill.

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Really think this can be a good way to make sure students get the tools that will be needed in the upcoming unit that would better be exploring prior to the unit.

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Gots - How to structure a 1:1 conference more effectively and efficiently
Wants: A practical 'example' of learning experiences at the PYP level related to a UOI (keeping in mind that there is no cookie-cutter model) but simple something to look at

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I liked the resources you posted with the conceptual understandings for the different strands in Literacy.  I find these very helpful and practical.  Thank you!

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I liked the resources you posted with the conceptual understandings for the different strands in Literacy.  I find these very helpful and practical.  Thank you!

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Got: more clarification on the planning process of literacy in a unit of inquiry.

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Steps to conferring with students - useful. 

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Steps to conferring with students - useful. 

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Got: Be purposeful with timing...stagger mini lessons for skills before unit that you need them for.
Want: More time working with grade level to work through reading and writing workshop planning.

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Got: how we can be very effective in a short time as long as we are well-prepared and focused.
Wants: how do the learning outcomes fit into our unit planner (the understandings, knowledge and skills).

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Got: How to Architecture of Conference and How to
Development unit planner.
Thank you

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For a Deeper Understanding of Text Complexity...

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For a Deeper Understanding of Text Complexity...

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Deep Dive into Text Complexity: Narrative G3-G8 - Erin Kent Consulting

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What's the Best That Could Happen? by Debbie Miller

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What's the Best That Could Happen? by Debbie Miller

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A great resource for honoring agency and cultivating independence

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TCRWP

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G4 Student Checklist for Narrative Writing

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G4 Student Checklist for Narrative Writing

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TCRWP

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What are some ways we could implement the workshop model using Distance Learning in case we are still working in DL or blended learning.

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What would really be helpful is to see an actual example of a workshop (not a simulation), so we can visualize the logistics and wrap our heads around it.

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What would really be helpful is to see an actual example of a workshop (not a simulation), so we can visualize the logistics and wrap our heads around it.

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Gots: Planning a strategy group part was so interesting!
More Clarifications on assessments

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I got confirmation that pre-assessment supports the needs of the students authentically to allow them to move forward in their reading/writing. 

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I got confirmation that pre-assessment supports the needs of the students authentically to allow them to move forward in their reading/writing. 

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wants: more about the structure of the mini lesson

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The strategy group planning was super helpful!

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I got the structure of planning a small group (super helpful). If I was thinking correctly, small group planning and whole group mini-lesson has a similar
structure?

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I Got: I learned how to prepare and Planning for a small group strategy, and how to divide students into groups that meet their needs.

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Reflective Questions for Reviewing Your POI

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Reflective Questions for Reviewing Your POI

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IB PYP

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

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IB PYP