# data[].attributes.body
-Still needs to be responsive to our students
-How do we hold on to old units that were really awesome and works with the writing workshop format?
-Making sure your personality reaches the students and is okay to share through.
-

# data[].attributes.body
Backward Planning - At the end of the unit what are my big goals. Helps me think : What things in this resource am I going to linger on and what things am I going to just expose them to through my teaching.

# data[].attributes.body
-incredible learning and love of learning for every kid in the class.
-Its not the resources and the responsive teacher makes a huge amount of impact.
-Teacher as adaptive learning expert - see a child say something and go with it.  Think about joy and engagement - we want the work to to be joyful and happy - flow.
-Flow - we work harder, smarter, and more inclined to be excited about finishing - self-motivated.  Want to figure out ways to make our instruction to do that.
-Reflection:  What can I do
Book reccomendation - Joy Write

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - reading & phonics

# data[].attributes.attachment_link.keywords[]
english language - composition and exercises - study and teaching

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / reading & phonics

# data[].attributes.attachment_link.title
Joy Write: Cultivating High-Impact, Low-Stakes Writing

# data[].attributes.attachment_link.description
Ralph Fletcher is bringing joy back to writing Nothing helps writers grow like practice. But not just any kind of practice will do. You've got to bring the joy! In Joy Write, beloved writer and teacher Ralph Fletcher shows you how. How do writers really grow? "A writer needs wide latitude so she ...

# data[].attributes.body
-Choosing the right topic
know a lot about
passion or interest
curious about it
Want to teach how to do this choosing.   First thing to focus on
-Focus - What's the most important part of my story - theme?
What do I want to help them say?
-Organization-
-Elaboration - what I want to
-word choice
- conventions - punctuation and grammar; not just on editing and revision day.
-book making language
-

# data[].attributes.body
-Focus - What's the most important part of my story - theme?

# data[].attributes.body
Focus - What's my big thing I am trying to say about my topic - I need to figure this out after I find my topic.  Thesis Statement

# data[].attributes.body
-Immersion:  saturating the kids in the thing that you are doing.
-At beginning of the unit.  Saturate them with examples.  Talk about what the writer did.  Build their excitement.  Shopping for writing ideas that I can try if I get ahead of the teacher so student is not totally dependent on the teacher.
-A great way to expose things that might get skipped or not lingered on  .IDEAS:  Mystery Genre
What am I noticing about this genre?
how is this genre the same different from what I know?

# data[].attributes.body
twin to read aloud.  When the teacher models and talks about how they are building the content and craft of their writing.  Skip the mechanics.  Trying to get every kid in the class practice the genre with their mouths.
-Can give the struggling child a concrete organization and is within reach of even your struggling students.
- Whole group work
-Take three big goals of unit - dialogue, leads, and character traits through action for example and write those with the students. First have them talk about them and then write it with the students.

# data[].attributes.body
pulling the kids together to help you write focusing on the conventions.  Most often takes place outside the writing workshop.

# data[].attributes.body
-Pre-planned what and how you are going to teach.
-particularly good for surface level learning.  gist of something - not too deep.

# data[].attributes.headline
Independent Writing - Time to just write and practice.  

# data[].attributes.subject
Independent Writing - Time to just write and practice.  

# data[].attributes.body
fragile kids need practice time too

# data[].attributes.body
Formative - How are you doing on this task - "cook tastes the food" all about the teacher tweaking the lessons.  Real planning happens in the midst of the unit
Summative - When the guests or diners taste the food.  How did kids do?
Sometimes focus mistakenly gets put on the summative

# data[].attributes.body
Looking at individuals or groups and giving feedback about their writing, not necessarily on the minilesson topic. If minilesson is dialogue and there is more important and pressing then use it.

# data[].attributes.body
phonics, spelling, systematic,
Focused Vocabulary:  look at all the different verbs that indicate action
-Look at transitional words in these pieces of writing.
-What language  goals do I have for this unit?

# data[].attributes.body
Minilesson
Work Time Students Write/Teacher Confer with feedback and assessment
Share session: Feedback/DI opportunity - Don't pre-plan; address what happened in the class.

# data[].attributes.body
Responsible Choices - students get to choose topic  they know something about, curious/passionate about

Responsible Choices in MiniLesson - most days I don't turn to the students on day 1 and say everyone go to your piece and try dialogue.
not making the minilesson for the assignment for the day. (THIS I HAVE DIFFICULTY WITH HOW IT WOULD BE MANAGED)

Responsible Choices in your writing process.  Don't make decisions that everyone's process is exactly the same way.  don't assume that everyone learns or works the same way.  For example, everyone using the same graphic organizer.  How do we give kids options for the process?

Four Units about a month each with other units filling up the remainder of the year.

# data[].attributes.body
-I'm not trying to be mean but I'm not talking to you for three minutes.
-Things I Can Try On My Own In the Narrative Writing.

-Rubrics? Can limit...solution...I tired something from the things I can try on my own
-

# data[].attributes.body
-3 or 4 big goals
-in-depth understanding
-think about standards

# data[].attributes.body
Who are we going to share this with us:  Readers are what make writers matter.
Can help with engagement - giving story to someone, presenting the writing to principal

# data[].attributes.body
-Texts that you will show to students as examples.
-You need texts with concrete examples that match the goals!

# data[].attributes.body
Sense of what you want to accomplish and how you will get there.

# data[].attributes.body
table of contents - angled reading toward your goals
Summary of the Unit - couple of pages to talk to them.

# data[].attributes.body
Beneficial to write what you are asking kids to do.  You can see what difficulties they might face and where they might fall down. What did I realize that i didn't know before?

# data[].attributes.body
What charts do I want?
Where can I place my mentor texts and what activities can I model and have the students work on if they finish early or have difficulties?
Conferring Toolkit:  Copy of write aloud, mentor texts, your own texts, a system to keep track of who you conferenced with and what you worked on.

# data[].attributes.headline
Listening in to conferencesR/Reflect on conferences

# data[].attributes.subject
Listening in to conferencesR/Reflect on conferences

# data[].attributes.headline
Do I linger longer or do I need to add to a teaching point. 

# data[].attributes.subject
Do I linger longer or do I need to add to a teaching point. 

# data[].attributes.body
-Keep the Workshop Structure
-Decide to use one text or many different texts
-Model reading like a writer
-Guided practice to notice other things a writer would notice
-30 minutes or immersion and 15 minutes or write aloud
--For write aloud don't write the entire thing together.  Write the goal parts with the students.  Then write the other parts on your own that you can show them and use for conference crate.
-Don't be afraid to use picture books, actually would caution against using chapter book.
-Range of text difficulties to show writers basics and the advanced techniques.

# data[].attributes.body
-Noticing things as a writer
-

# data[].attributes.headline
Find two texts that are about different topics, but do the same thing.  "I wish I had a rubber band that I can put these two books together"  Two craft techniques 

# data[].attributes.subject
Find two texts that are about different topics, but do the same thing.  "I wish I had a rubber band that I can put these two books together"  Two craft techniques 

# data[].attributes.body
Use the genre immersion to think about really cool ideas for stories

# data[].attributes.headline
Focused reading - If you are not going to look at endings for example as a goal...checking out endings in the immersion phase so students can try to use those endings on their own when they are drafting as a "Try It" 

# data[].attributes.subject
Focused reading - If you are not going to look at endings for example as a goal...checking out endings in the immersion phase so students can try to use those endings on their own when they are drafting as a "Try It" 

# data[].attributes.body
"If Sam was going to try writing his topics like this book was written it might sound like this"  Teacher can write in air, Students can work in pairs to write in the air.

# data[].attributes.headline
How did the writer decide to plan for a story like this?  

# data[].attributes.subject
How did the writer decide to plan for a story like this?  

# data[].attributes.headline
Reading Like a Reader vs. Reading Like a Writer

# data[].attributes.subject
Reading Like a Reader vs. Reading Like a Writer

# data[].attributes.body
This part makes a picture in my mind.
The character is bossy
In this non-fiction article I learned
Something that helps them better understand the comprehension of the text is a reader comment.
VS.

-I like the way the writer used dialogue to move the plot along
-I could try that in my own writing
-The writer gave a sneak peak into what the next part was about by using a heading
-Something really specific the reader can grab onto and try in their own writing.
-"Shopping for writing ideas"

# data[].attributes.body
-start by making sure to let students read books and enjoy as a reader. This step tends to be done too long in writing and the suggestion is to make sure to move on.

# data[].attributes.headline
Step 2 - Find a place you like.  Say what you like about it.  

# data[].attributes.subject
Step 2 - Find a place you like.  Say what you like about it.  

# data[].attributes.body
-avoid fancy language
-Teachers and kids need to avoid vague language
-Teachers don't connect to the qualities of good writing
-teacher points out things that don't matter to kids...be open to letting kids notice stuff they are interesting and like! Big Fancy Letters to Start the story.

# data[].attributes.headline
Step 3:  Why do you think the writer might have done this?  

# data[].attributes.subject
Step 3:  Why do you think the writer might have done this?  

# data[].attributes.body
Rather that prescribing that methods have to be used, ask why and describe the reason a writer might have done what she or he did. Have to be open to multiple answers, not only the teacher's reason.

# data[].attributes.headline
Step 4 - How did the Author Plan this in their writer's notebook.  

# data[].attributes.subject
Step 4 - How did the Author Plan this in their writer's notebook.  

# data[].attributes.body
-I noticed the blank page is intimidating
-I noticed that sticking to a genre is hard and also annoying and freedom feels good.
-

# data[].attributes.body
When can you use this?
Mini Lesson - Show a mentor text in the minilesson direct instruction to show a clear method or example.
Immersion - We need to be on-hand to give them advice on turning readerly comments to clear,  writing comments.
Conference - We can't predict what they will say in conference.  Use mentor text if you know it really inside or out.    Have to know the book well enough - find some narrative, informational, and opinion book that you can study and know lots about it to use to help the students.
Independently-Allowing the students to go to the text to look for ideas on their own, but modeling how to do it.

# data[].attributes.headline
-If you want the teaching to stick, it must be a balance between what the child wants and what the teacher wants?

# data[].attributes.subject
-If you want the teaching to stick, it must be a balance between what the child wants and what the teacher wants?

# data[].attributes.body
-Prepare but don't preplan.
-You can't learn everything from looking at a piece of writing.
Asking questions of the student's content.  I have some questions about this...
-T-What are you trying to say here?
ell me what you would do next, if I wasn't bothering you.
-What are you excited about in the writing you've done
-Are there any areas you are not feeling comfortable with?
-Where do you think is your strongest paragraph, why?
-What paragraph are you not feeling great, why?
-
-Carl Anderson - How's it Going - Conferences
-What ideas go together and which stands out as an odd ball?

-We don't want to see a conference as a solution to a problem.  Writing name on board for help or conference is not a great idea.

-Don't only confer with what's on the page, what's not on the page is also really important.

-Explain what's its about before you look at the page to see if what they say matches the paper.
-Try not to force ideas of the teacher but brainstorm ideas with the student.

-What types of follow up lessons could I follow up based on these conferences or shares?

Spelling It Out -
https://www.amazon.com/Spelling-Out-Words-Work-Teach/dp/1107557658

# data[].attributes.attachment_link.title
Spelling It Out: How Words Work and How to Teach Them

# data[].attributes.attachment_link.description
Spelling can be a source of anxiety for school children and working professionals alike. Yet the spelling of words in English is not as random or chaotic as it is often perceived to be; rather, it is a system based on both meaning and a fascinating linguistic history. Misty Adoniou's public artic...