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From The Reading Strategies Book by Serravallo
Interactions Can Lead to Influences
Out-of Character Characters

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From The Reading Strategies Book by Serravallo
Read Like a Storyteller
What Can Characters Teach Us

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Explore the different types of texts we can offer to students. What will you include in your classroom library and why?

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Purpose of Text Types for Shared Reading - Share

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https://us02web.zoom.us/j/83070894871?pwd=R1pjek5TK3Uvc1RIWnJ3M1ZOYWU5Zz09

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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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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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colleen@erinkentconsulting.com

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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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https://us02web.zoom.us/j/84476093396?pwd=M2dDdUFQNVY3RlQvY0NablE3NHJrQT09

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amber@erinkentconsulting.com

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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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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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First, study the phonics progression. Then, study the decodable texts below. How might these resources help use grow our knowledge as reading teachers?

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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How might this tool help us grow our knowledge as reading teachers?

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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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How might this tool help us grow our knowledge as reading teachers? How might the use of this tool impact readers?

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How might this tool support help us grow our knowledge as research teachers? How might the use of this tool impact readers?
Source: A Guide to Reading Conference, Jennifer Serravallo https://www.heinemann.com/products/e09915.aspx

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By Cynthia Rylant

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alaraia@asdubai.org
American School of Dubai

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Stop and jot

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Got- I loved how you used the JamBoard to share thoughts and then put those into a progression. I will use this!
Want- I want to know what is realistic in balancing Writers and Readers Workshop. I imagine it is not realistic to teach both daily.

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How to use the read aloud more effectively.

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How to use the read aloud more effectively.

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Got - Jamboard is a great tool for student responses. Reading Progressions.
Want - How to confernece with a student when I haven't read the book they are reading.
Want - How to support students who are significantly below grade level.
Want - Assessment & Grading advice.

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Stop & Jot
Ideas for creating libraries and environments

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Got- stop and jot... use of progression charts for feedback and next steps

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Got- stop and jot... use of progression charts for feedback and next steps

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Got: Loved the triangle visual for the components of how we get to know our readers
Want: I'm curious where does the native language reading come into our libraries and independent reading time? I like the idea of of having choice in different languages for both conventional and unconventional reading.

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Got: an introduction to what Reader's Workshop is
Want - how to support EAL learners in the ELA classroom

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wants how to facilitate with many learning levels

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wants- how to incorporate guided reading in into workshop time

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wants- how to incorporate guided reading in into workshop time

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Got: Great idea for pre-made emoji/shaped post it notes

Want: Learning objectives/Assessment
Guided Reading - Strategies

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Got: Students need time to practice, environment matters, robust class library needed

Want: Suggestions for keeping track of student progress, high interest books for beginner readers that will keep interest, yet help students practice decoding skills.

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Keeping the mini lesson short! Making time and space for conferences/guided reading during the heart of workshop...

Wants: How do assess students abilities of the skills taught

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Got: Agency, Community, Love of Reading
Got: Giving the minilesson and share a specific/different feel from the independent reading time
Want: Systems for designing your teaching - organising and maintaining small group teaching, 1-1 conferring
Want: ideas for using Book Clubs in Grade 1?

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dusuka@sis.org.cn
Shekou International School, China

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3-8 Summer Workshop Minilesson Planning Template

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K-2 Summer Workshop Minilesson Planning Template

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Excellent support for bringing science of reading concepts into the balanced literacy classroom.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Amazon.com: Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (9781625315106): Burkins, Jan, Yates, Kari: Books

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Ideas for curating powerful libraries and bookrooms.

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It's All About the Books - Mulligan, Landrigan

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How to Create Bookrooms and Classroom Libraries That Inspire Readers. A practical yet detailed guide to creating a system where classroom libraries and bookrooms work seamlessly to make it easy for teachers to find books to engage and scaffold all students in a school community.

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To keep the mini lessons short so students can have more time to 'do' and how the role of the teacher. Also, teaching the reader and not the book.
Ways to organise classroom library
Want
To know how to incorporate guided reading into 'Readers' Workshop'.  How to facilitate conferencing with individuals and proper record keeping of conference notes/

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mayerr@gsis.sc.kr
Gyeonggi Suwon International School, Korea

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Got- teaching the reader not the reading/writer not the writing

want- best way to assess and keep records for this- I want to be efficient and accurate.

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Fran Can Flip

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Got - Jamboard

Want - How to assess student progress

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Got: A common language around the Reading Workshop model and the idea of Reading Workshop as a framework not the curriculum.
Want: Details and examples of mini lessons (I just noticed this is exactly what Session 2 is all about. :) )

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Kate Roberts Minilessons and Conference Examples

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Kate Roberts Minilessons and Conference Examples

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When I first started teaching reading and writing workshop, the hardest part was that I couldn't picture the classroom, the work. I couldn't see it. This was some of my internal dialogue. I was pretty skeptical. It was only by seeing people like Kathleen Tolan, Carl Andersen, and Mary Ehrenworth do the work of workshop in front of me that I began to become a believer.

As my editorial team and I worked on A Novel Approach, we realized that a set of videos might help. All of these videos-and many more-are available within the book. You will find them called out in special sidebars.
via GIPHY
I want to share a few of them here for anyone to see and use and discuss. They are not perfect - scratch that, I am not perfect. If I could, I would change a bunch so that I look like a perfect teacher, I am full of critique. In making these videos we wanted to capture some specific ideas in workshop teaching and in the book but we also wanted them to feel as authentic as possible with a boom mike and a film crew. So we tried not to cut too much, not to redo, we tried to keep things as real as possible. You will see imperfection. You will see me stumble. You will see some lessons land and some that only begin a journey. But I think there are moments that capture something kind of nice. Like this conference, with Charlotte.

In this conference, Charlotte and I work together to help her take the next step in her interpretation work and while we struggle at first, there is just a lovely moment when Charlotte turns a corner and knocks it out of the park. I think there are moves I make here to help her that you could do too:

This conference is similar - Jalissa and I have a good conversation, and we are able to find some work around language specificity that led her to some interesting places.

Or this mini-lesson in Peg Bruno's 6th grade classroom. It builds off of the work done before, pushing kids to use what they already know and go a bit further. It's pretty short, and pretty clear. I think if you are looking for a mini-lesson that does the parts of a lesson well, and that delivers a strategy clearly and succinctly, this is a good one to use. I also love that we see a boy totally unengaged in the lesson and in the "active engagement." This is what that part of the lesson is for - to look for kids who need some guidance.

Or this Read Aloud in Caine Schekner's classroom. I love here that while the kids don't seem super into the read aloud as like a whole class, when they talk to each other they are thoughtful, engaged, and pretty brilliant. I like that I work here to listen, take what they are doing well, and offer strategies to clarify, complicate, or multiply their thinking.

Each of these videos shows a way of teaching that can help kids access and practice the skills and strategies of a unit of study. I hope that they also show how these methods of teaching, this pedagogy, can help offer opportunities to connect to our students, and allow our goofy, scattered, quiet, or determined personality to come through our teaching. I became passionate about teaching workshop because I saw kids grow and move closer to their dreams, and because the ways I taught when I taught workshop helped me to see my students and truly listen to what they were telling me. I give myself a B/B+ in these videos for those relationship-building goals. But the point, to me, is that these methods of teaching help me to talk less, listen more, and teach rather than tell.

I hope they help you do the same.

♦ ♦ ♦

Thank you to Heinemann's Sherry Day, Michael Grover, Tobey Antao, and Dennis Doyle for the two-day photo shoot, and to Peg Bruno and Caine Schekner for the time with their kids.

KATE ROBERTS is a national literacy consultant, top-selling author, and popular keynote speaker. She taught reading and writing in Brooklyn, NY and worked as a literacy coach before joining the Teachers College Reading and Writing Project in 2005, where she worked as a Lead Staff Developer for 11 years. Kate's latest book, A Novel Approach, asks how we can teach whole class novels while still holding onto student centered practices like readers workshop. She is also the co-author of Falling in Love with Close Reading (with Christopher Lehman), DIY Literacy (with Maggie Beattie Roberts), and she co-wrote two Units of Study books on Literary Essay. Her work with students across the country has led to her belief that all kids can be insightful, academic thinkers when the work is demystified, broken down and made engaging. To this end, Kate has worked nationally and internationally to help teachers, schools, and districts develop and implement strong teaching practices and curriculum.

Follow Kate online.
Twitter:
@TeachKate Pinterest: /
Blog: IndentBlog KateAndMaggie.com

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A Peek at A Novel Approach Videos: Mini Lesson, Conferring, and Read Aloud with Kate Roberts

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Here, Kate Roberts shares just a few extended classroom clips from her book, A Novel Approach. In this blog, you'll get a chance to watch Kate confer with two different students, and see how Kate structures a mini-less and read aloud.

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A Danielson Observation of a TCRWP Second Grade Reading Workshop and Interactive Read Aloud - An Observation of a Reading Minilesson

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How to lan for 10 minutes to teach for 10 minutes. Not all students will practice the strategy taught during individual reading time. You plan for 2/3 of the students.
Love the minilesson planner.
The importance of specific individualised conferencing and ways to give those feedback.
Wants
What guided reading should look like during readers workshop.

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Got: The importance of brevity and clarity with the power of specific language
Want: How does a school marry the TC curriculum with the art of crafting a teaching point that is specific to your students?

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Got: The importance of individualized conferencing/feedback

Wants: What should guided reading groups look like in the workshop model? Are there any rubrics/checklists you recommend to help keep track of skills students have learned/need to continue practicing?

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Gots- Oh my goodness the 10min planning for 10 mins of teaching! THANK YOU!
Wants- how to organise or different ways to take notes when conferring

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Gots- A clear understanding of the mini lesson and it's role in the reading workshop.
Wants- This might just be a personal want, but I need to know these strategies. I want to be able to recall them at a moment's notice.

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Got: How to plan for a mini-lesson.
A much better idea about how to conference with my students about their learning.

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Got- I loved the slides at the end on how to decide what to compliment and what to teach. This was super helpful.
Want- Is it realistic to teach writers and readers workshop daily? How to balance?

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Gots - Different steps in conferencing
Wants - How to assess reading in the workshop model
Wants - How to conference to conference with students when I haven't read the book
Want - where does phonics instruction fit inside the workshop model? - (mainly for lower grades, but also upper grade Emergent Language Learners).

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Got - How to think about and plan a mini lesson
Want - Ideas of how to keep easy and clear records of a student's skill progression

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Got - The power of using forever stance language.
Want - Any great templates or examples for conferring notes.

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Got I loved learning about 10 min mini lessons !
Want how does phonics play a role in workshop?

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Got: The importance of brevity & clarity

Want: What should guided reading groups look like in the workshop model? Are there any rubrics/checklists you recommend to help keep track of skills students have learned/need to continue practicing?

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Want - What does homework look like in the workshop model?

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Gots:

Planning time for minilessons according to age!

Keeping strategy charts visible for reference for students

not teaching for mastery

"what" "how" "why"

Wants:

How to balance teaching the curriculum and "Just in time"

Monitoring student progress

What exactly is "Habits Identity" in the triangle?

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Small Group - Sarah - CVCe Words with Long Vowels - Interactive Editing - K-2

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mindi.spike@asa.edu.py
American School of Asunción
Asunción, Paraguay

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Possible Vocabulary Strategy
Possible Book Choice/Focus Strategy

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Strategy Group Planner - Intro to RW Summer 2021

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How might we use the planning process to plan effective and efficient small group strategy lessons? Which teaching method might we use to make thinking visible for a particular skill?

EXAMPLE 1 - Learning new vocabulary in nonfiction texts

EXAMPLE 2 - Identifying themes in texts

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One shift in thinking for me    is...                                              One thing I want to try is ... One thing I'm still wondering is... 

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One shift in thinking for me    is...                                              One thing I want to try is ... One thing I'm still wondering is... 

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Next Gen GR
Guided Reading Planner (Template)
Guided Reading Planner Example

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Strategy Group Planner (Template)
Strategy Group Planner Example

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Plan a Phonics Small Group (word ending "ing")
Plan a Guided Reading Group (Level F)
Plan a Strategy Group - Retelling (Summarizing What's Most Essential)

# data[].attributes.body
Gots:
- Planning for 10 minutes for a 10 minute minilesson
- mini lessons should be mini!
Wants:
- How to assess students besides conferring through the unit of study and how to assess at the end of the unit of study.
- template for conferring notes

# data[].attributes.body
Gots:
-The role of the mini lesson and active engagement in reading workshop.
-importance of constantly referring to 'what, how, why'

Wants:
-what guided reading looks like in workshop model
-how to balance reading/writing workshop in a busy PYP classroom.

# data[].attributes.body
Got
- Brevity and Clarity.
- Keeping title catchy for anchor chart e.g write it, read it.
- not mastering in mini lesson, lots of practice.
- 10 mins of planning = 10 mins of teaching mini lesson.
- Forever stance language-What could I do as a reader in any book?
- multilingual books to add to class library.
Want
- A successful rubric for checking students skills and progress for G1.

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jpowell@dunecrest.ae
Dunecrest American School, Dubai

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Got:
Brevity and clarity
Minilesson planning
Demonstration of minilesson
Anchor charts

Want:
More information regarding lesson planning for reading lessons

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dawn.burks@kaust.edu.sa
The KAUST School
Kingdom of Saudi Arabia

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rebecca.kwak@kis.or.kr
Korea International School