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What would you take, leave, tweak, and/or synthesize?

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What would you take, leave, tweak, and/or synthesize?

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EKC

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- We will listen to our students
- Our students see themselves as a reader and writer
- We can give them next steps to help them grow
- They will make progress as a reader and as a writer
- We will make connections to our students as readers and writers and communicators

Our students deserve...
* To be excited in what their learning - R, W, T
* Explicit instruction
* To feel comfortable, safe and encouraged in their learning environment
* For me as a teacher to be responsible in covering the students ZPD.
* For us to be there to identify their needs and to support them every step of the way
* Agency and voice in their learning
* to grow as writers, readers and thinkers

* Let them know we already see them as readers writers
* Opportunities to succeed
* Belief in their reading and writing ability
* Be their advocate
* Develop their reading and writing no matter what level they come in at
* Challenge them
* Build their passion for reading & writing
* I will read to you
`* Provide engaging opportunities  in reading/writing

Engagement
Choice / agency
Build Stamina
Value all opinions / ideas/ starting points
Develop a love of literacy through structure, consistency and routine.

* Instill love for language - reading and writing.
* Understand their point of view as a reader and writer is unique, significant and important.
* Help children develop the keys to be readers and writers.
* Time and space to develop.
* Develop the courage to try, to confront fears, be risk-takers.

Build confidence
Opportunities to read, write and share thinking
To make a safe place
To show that their reading, writing and thinking is valued
Build on early literacy foundations
To Model explicitly
Provide timely feedback and feedforward for next steps

-Variety and choice
- Connection with teacher and peers
- Explicite teaching of tools and strategies for reading and writing
- Instill love not just the technical part
- Time
- Key words for writing

Opportunity to read and write - time to practice and have fun
Meet the children where they are at.
BE passionate and engaged. Honor their interests. Get to know them as learners
Make sure they know what their goals are - what THEY need to work on.
Allowing children to have more access to books in their own language - make those connections

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Personalization of learning - meeting student needs.
Scaffolds and supports to verbalize and share thinking with others.
Share purpose and audience.
Value their thinking/sharing/ideas.
Moving all learners to next step.
Maximise quality learning

- To feel 'seen'; really getting to know them deeply as people and celebrate them for who they are
- Read and write without fear; to enjoy the process and not be afraid to make mistakes or worry they are not good enough
- Improve their skills as readers and writers through choice and agency

Students will be empowered to learn through the language
Meeting students where they are as a reader, writer, thinker.
To be supportive to each child.
That each student will receive support from me.
I am there for each of you.
To allow students to acknowledge the beauty of language.
Instill a love reading, writing through modeled examples.
Honor think time for each student.

- Love of reading/writing
- Desire to build and nourish readers and writers
- Opportunities to see and have access to resources
- Opportunities to read and write (time and space)
-  To share with an audience
- Finding the chances to grow and improve
- Understand where they are, where they need to go and how to get there.

Instill joy in reading and writing.
Provide choice to help students with engagement.
Chances to have variety in the ways they read - balanced.
Giving an active role to students, ways to contribute.
Give a variety of feedback; make sure we highlight a positive and then give a next steps, thank them for their time and for sure.
Meet each reader/writer where they are and determine purposeful next steps.
Ongoing assessments.

-Time to read and share their joy of reading with peers.
-A chance to develop a joy of reading
-Opportunities for agency/choice in reading and writing
-Timely, effective feedback
-Knowledge of next steps

Time, attention, compassion, understanding
Extoll a love of reading
Explain worth and purpose of what they are doing
Differentiating to their needs.

Let them know we care, respect time for the kids to read, write, think, respecting the thought process behind the work of kids, dig deeper into their thinking, TIME to read and write, bring joy through modeling, bring joy through sharing experiences, honor time for all learners, give timely feedback that is constructive, feedforward too, be explicit with instruction,

Engaging in appropriate forms of communication using the right method
Teachers attention and atunement
Time
To be successful - differentiated activities
Enjoyment, learning to love reading

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Time to read and write.
Opportunities to feel success.
Opportunities to fail safely.
Open to feedback between teacher and student.
Teachers and students cultivating a safe environment in the classroom to be able to share freely.
To provide personalized help to students.
Choosing their own book for independent reading.
Choices for class text.

Allocate reading time,
Offer choices to students with respect to reading material
To support them at their level
to give explicit instruction
to make reading & writing enjoyable
to be heard: eg - conferring
to help develop as critical thinkers
to foster a safe & nurturing environment
challenge students as readers & writers

Passion for reading & writing
Enjoyment
Command of language for precision in communication
promise to provide resources

Passion for reading & writing
Enjoyment
Command of language for precision in communication
promise to provide resources

Choice, challenge, something new, "make it real", support, guidance, materials, build empathy, help them develop in to good people, build ability to communicate, engage with local community, enjoyment, vocabulary to access concepts & texts

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TKS Language Steering Committee: First Draft Agreements

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Writing
- Awareness of good writing and how students could help their peers grow as writers (giving feedback)
- Choice and opportunity to write
- Purpose: writing for an audience and for receiving feedback

Read Aloud
- sparking joy & enjoyment
- hunger for more
- text that drew class/student in
- gave access to a text that might be beyond where some students can access

DP Lit Class
- translanguaging / mother tongue is honored and valued
- choice

Reading
- Children talking about books with each other.
- Being exciting when they hear "it's time to read" or "it's time to write"
- Sharing book recommendations
- Reading together

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- Think as... (someone else)
- State views confidently

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Using words to spike curiosity to make them understand that tenses can be used in different contexts.

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*Opening perspectives
*Giving structure for thinking and debating (phrases to use)
*Having relevant topics
*Curiosity and the desire to explore
*Developing allegiances to genres and authors in reading for pleasure

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- Making connections
- Explicit language teaching (ex: prefix/suffix) students finding links in unit (not all predetermined)

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Seing students develop, refine their writing skills, being able to express lot of feelings, event, suspens in their writing

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Seing students develop, refine their writing skills, being able to express lot of feelings, event, suspens in their writing

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Lot of funny games when studying grammar, vocab, conjugation..

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Writers Workshop model
choice in literacy engagements

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Believe in the process.  Give the time and space to see it make a difference.

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Believe they are readers and writers
excited to write

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Teacher's and children's

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Explicit, systematic,
Exposure to rich language,
Preparing for the Future
EY: Provide hands-on experience with real objects and situations are essential to concept development and building meaningful vocabulary.

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I think that students sometimes lose the JOY. I love seeing students have agency as well as knowledge and confidence to help adjust their own learning.

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Having time. Time to confer, time to listen, time to support, time to challenge. It is difficult to get all of this done in one block of time.

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every child to be an avid reader who enjoys reading for pleasure

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- Print rich environments (both classroom and throughout the school)
- teachers creating space to confer and meet with readers/writers
- consistent structures and routines across the school

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Away from all students read the same text

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time set aside every day to read for pleasure (in secondary)

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time set aside every day to read for pleasure (in secondary)

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each class having a balance of reading something that sparks the students in some way...as well as some sharing orally with everyone contributing...and some writing around this.

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Desire to stick with a piece of writing (revise/edit) or stamina to read longer texts

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building upon what they already know and that it isn't in isolation

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I dream of students use high-level vocabulary and language to express their perspectives and values.

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Learning environment (spaces, resources, relationships) supports and promotes literacy development - in all learners 

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Learning environment (spaces, resources, relationships) supports and promotes literacy development - in all learners 

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- to characters
- to people
- to authors

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I noticed that every learner irrespective of their age is a child who enjoys read aloud sessions.

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I noticed that every learner irrespective of their age is a child who enjoys read aloud sessions.

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We lift up mother tongue throughout the school and build our understanding of the power of translanguaging

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Provide more time for the mother tongue language to be taught. 

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Provide more time for the mother tongue language to be taught. 

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dream: see them continue developing their joy, and the pleasure they have playing with the language, collaborating together..

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dream: see them continue developing their joy, and the pleasure they have playing with the language, collaborating together..

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I dream if we could give other languages besides English an equivalent importance to sustain their existence

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I dream if we could give other languages besides English an equivalent importance to sustain their existence

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Growing readers who want to read. For pleasure. For learning. For opening up their horizons.

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Develop more contests for reading to encourage kids to read and achieve through that 

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Develop more contests for reading to encourage kids to read and achieve through that 

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Stronger links, connections and partnerships between Arabic and what is taught in the classroom

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Provide balanced literacy throughout their whole school life by capturing their interest.

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Provide balanced literacy throughout their whole school life by capturing their interest.

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We are in tune with the 100 languages of children

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We are in tune with the 100 languages of children

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