# data[].attributes.body
IB

# data[].attributes.body
Plan a minilesson with your team.

# data[].attributes.attachment_link.title
QAD: Inquiry-based Lesson Planning Sheet

# data[].attributes.body
Use as you work with your team to guide your process.

# data[].attributes.attachment_link.title
Whole Class Instruction: Analyzing Point of View in Persuasive Texts (5-8)

# data[].attributes.body
John Spencer

# data[].attributes.attachment_link.title
Think Inside the Box: The Power of Creative Constraint

# data[].attributes.headline
How to incorporate it into the daily/weekly timetable - realistically 

# data[].attributes.subject
How to incorporate it into the daily/weekly timetable - realistically 

# data[].attributes.body
You eat more when you go to a buffet, more learning happens when there are a buffet of opportunities provided.

Environment in the

# data[].attributes.body
Got - more inquiry, student agency, structure (which I think is good for my kids)!
Want - how do I do this with all the technology I have to navigate and with the kids I haven't even met yet??

# data[].attributes.headline
Suggested books such as Choice Words by Peter Johnston.

# data[].attributes.subject
Suggested books such as Choice Words by Peter Johnston.

# data[].attributes.headline
Are there any good parent resources that we can use to support parent understanding of this philosophy/framework?

# data[].attributes.subject
Are there any good parent resources that we can use to support parent understanding of this philosophy/framework?

# data[].attributes.body
I like seeing photos and examples such as those of the children reading books.

# data[].attributes.body
Examples of virtual writing lessons.

# data[].attributes.body
Got - Online learning can be support inquiry.

Want - How to create breakout rooms with the timings and mix the groups up.

How to develop inquiry online.

# data[].attributes.headline
Gots: The powerful effect and purpose of the environment on the Writers Workshop. Jose

# data[].attributes.subject
Gots: The powerful effect and purpose of the environment on the Writers Workshop. Jose

# data[].attributes.body
Wants: How to authenticate writing and any work through the online medium.
How to actually get children to start writing and generatimg ideas? Jose

# data[].attributes.headline
Got: More idea of how the program could work 

# data[].attributes.subject
Got: More idea of how the program could work 

# data[].attributes.body
Want: breakout rooms, how to structure, support and monitor.

# data[].attributes.headline
How to make the most out of online lessons?

# data[].attributes.subject
How to make the most out of online lessons?

# data[].attributes.headline
Got - Online learning can support inquiry

# data[].attributes.subject
Got - Online learning can support inquiry

# data[].attributes.body
Want - creating breakout rooms and mixing up groups with one session.

# data[].attributes.headline
Got : Lots of great ideas food for thought

# data[].attributes.subject
Got : Lots of great ideas food for thought

# data[].attributes.body
Want More ideas for online delivery.

# data[].attributes.headline
Got: foundations of workshop and how inquiry in embedded within it

# data[].attributes.subject
Got: foundations of workshop and how inquiry in embedded within it

# data[].attributes.body
Want: utilize the Units of study to see/support inquiry

# data[].attributes.headline
Unit Intro for Caregivers: 5th Grade TCRWP Narrative Unit Example

# data[].attributes.subject
Unit Intro for Caregivers: 5th Grade TCRWP Narrative Unit Example

# data[].attributes.body
Matt Glover and others post videos for parents around early literacy. A favorite is "The Importance of Making Books."

# data[].attributes.attachment_link.readable_text
Hi Parents. Supporting your children is difficult at any time. We are creating some videos that we hope make things a bit easier during this challenging time. If you have topics you'd like to see addressed, please let us know. You can use the Contact link on this site.

# data[].attributes.attachment_link.description
Hi Parents. Supporting your children is difficult at any time. We are creating some videos that we hope make things a bit easier during this challenging time. If you have topics you'd like to see addressed, please let us know. You can use the Contact link on this site.

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
QAD Key Learning and Reflections - Phonics, Aug 2020

# data[].attributes.headline
Opinion Letter Writing Unit Example for Parents - Nido de Aguilas

# data[].attributes.subject
Opinion Letter Writing Unit Example for Parents - Nido de Aguilas

# data[].attributes.body
Click Here

# data[].attributes.attachment_link.readable_text
Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

# data[].attributes.attachment_link.title
Choice Words: How Our Language Affects Children's Learning

# data[].attributes.attachment_link.description
Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

# data[].attributes.body
Great Resource for supporting small groups.

# data[].attributes.attachment_link.readable_text
Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

# data[].attributes.attachment_link.title
Writing Strategies Book by Jennifer Serravallo.

# data[].attributes.attachment_link.description
Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

# data[].attributes.attachment_link.description
Children come to school to become better readers, writers, and thinkers, but they also walk into classrooms hoping to be happy. Katie Cunningham argues that happiness must be as much of a priority in teaching as proficiency or achievement. When teachers intentionally design curriculum with joy at it…

# data[].attributes.headline
I wonder how you can create effective partnerships for online learning.

# data[].attributes.subject
I wonder how you can create effective partnerships for online learning.

# data[].attributes.body
I have always used the "TIWTTY..." for the teaching point. I learned that the consistency of that was a good cue for students.
Moving to an essential question for the lesson feels good, but I wonder if you have any tips on how to really clue the kids (all ELs) in to that main teaching point.  Visuals?  I like the idea of looking at it with the lens of the PYP essentials. It feels like those connections will be more authentic and purposeful, rather than haphazard and stumbled-upon. :)

# data[].attributes.headline
Breaking down each part of the mini lessons

# data[].attributes.subject
Breaking down each part of the mini lessons

# data[].attributes.body
This was very helpful. Especially the example lesson :) More of this example led stuff please :)

# data[].attributes.body
Compliment conference and active engagement with a stuffed animal.

Wants
Book Club set up ideas

# data[].attributes.attachment_link.title
QAD Workshop - PYP Session 2 Sept_Oct 2020.pdf

# data[].attributes.body
Use to document your team's thinking.

# data[].attributes.attachment_link.title
Kinder Unpacking Phonics Unit of Study Example

# data[].attributes.attachment_link.description
Advancing Literacy (formerly TCRWP) is a research think tank and staff development organization based at Teachers College, Columbia University. The videos in this...

# data[].attributes.headline
Got - Some good time with the team to discuss the upcoming unit and what we could do.

# data[].attributes.subject
Got - Some good time with the team to discuss the upcoming unit and what we could do.

# data[].attributes.body
Want - More to dig deeper for the reading and writing.

# data[].attributes.headline
Got: unpacking a unit with an inquiry lens and seeing that the strategies and skills are scaffolded well for learners within each bend

# data[].attributes.subject
Got: unpacking a unit with an inquiry lens and seeing that the strategies and skills are scaffolded well for learners within each bend

# data[].attributes.headline
Got - unpacking the units. Understanding the big ideas and the goals of each Bend

# data[].attributes.subject
Got - unpacking the units. Understanding the big ideas and the goals of each Bend

# data[].attributes.headline
Got- deeper understanding of the program by understanding  the bends and synthesizing the key skills.

# data[].attributes.subject
Got- deeper understanding of the program by understanding  the bends and synthesizing the key skills.

# data[].attributes.headline
Got - Valuable time to unpack ideas with my team members.

# data[].attributes.subject
Got - Valuable time to unpack ideas with my team members.

# data[].attributes.body
Want -  More time to continue to review cross curricular units.

# data[].attributes.attachment_link.readable_text
To immerse students in the richness and intrigue of the content areas, let the kids lead the way!

In Inquiry Illuminated, Anne Goudvis, Stephanie Harvey, and classroom teacher Brad Buhrow shine a light on researcher's workshop-an approach whose true north emerges from kids' curiosity. Adapting structures you already know from reader's and writer's workshop, they share a predictable, proven, and-most importantly-authentic approach that:

creates irresistible investigations in science, history and social studies, or language arts

increases students' independence and agency by gradually releasing responsibility for inquiry

effectively integrates literacy and content through strategies for comprehension and critical thinking.

With copious full-color photographs and classroom video, Inquiry Illuminated shows how to create a culture where thoughtfulness, creativity, and collaboration can turn wonder into powerful inquiry. Then, with researcher's workshop, you'll uncover a process that transforms curiosity into opportunities to ask questions and follow a path to new understandings. Throughout you'll discover how to bring in what you already do in reader's and writer's workshop to support students' investigations as they read, write, create, and take action.

Wonder without inquiry is like a mere spark in the darkness. Read Inquiry Illuminated and find out how to light up the possibilities for your learners.

"This book is a great resource for an educator or district looking to expand their work inside the Workshop model, or even enhance their social studies and science curriculum.... It would be a good investment for teachers and administrators looking to innovate in their schools."
-Andrea Doyon, Middleweb
Read the entire review

# data[].attributes.attachment_link.keywords[]
inquiry illuminated: researcher's workshop across the curriculum

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

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

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

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

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

# data[].attributes.attachment_link.title
Inquiry Illuminated: Researcher's Workshop Across the Curriculum

# data[].attributes.attachment_link.description
Amazon.com: Inquiry Illuminated: Researcher's Workshop Across the Curriculum (9780325077901): Goudvis, Anne, Harvey, Stephanie, Buhrow, Brad: Books

# data[].attributes.body
Warm-up: 0:00-1:46
Teach:

# data[].attributes.headline
If you see something come up with a few kids in class (thinking "on the run"), how do you decide if you should pause and make it a mid-workshop teaching point for all, or if you should bring them together for conferring?

# data[].attributes.subject
If you see something come up with a few kids in class (thinking "on the run"), how do you decide if you should pause and make it a mid-workshop teaching point for all, or if you should bring them together for conferring?

# data[].attributes.headline
Got : Using a full page per planning stage, can be less daunting when  it comes to the editing stage so students don't feel they have to write the piece out again. 

# data[].attributes.subject
Got : Using a full page per planning stage, can be less daunting when  it comes to the editing stage so students don't feel they have to write the piece out again. 

# data[].attributes.body
Would love to see more examples of a whole Unit with UOI integration.

# data[].attributes.headline
The importance of giving clear expectations, clarity and agency with choice when assigning tasks.

# data[].attributes.subject
The importance of giving clear expectations, clarity and agency with choice when assigning tasks.

# data[].attributes.headline
Want-Examples of upper grades and informational pieces. 

# data[].attributes.subject
Want-Examples of upper grades and informational pieces. 

# data[].attributes.headline
Can we see a modeled lesson, like the one today in Melissa's class, in an older class?  Just to see how the structure/prompts/coaching might differ?  

# data[].attributes.subject
Can we see a modeled lesson, like the one today in Melissa's class, in an older class?  Just to see how the structure/prompts/coaching might differ?  

# data[].attributes.headline
How do we fit in all the strategy groupings and guided reading sessions in, on top of the other things we are doing? I wonder what a weekly schedule might look like...I would like to see a sample schedule. 

# data[].attributes.subject
How do we fit in all the strategy groupings and guided reading sessions in, on top of the other things we are doing? I wonder what a weekly schedule might look like...I would like to see a sample schedule. 

# data[].attributes.headline
Coordinating lessons with larger groups of children.

# data[].attributes.subject
Coordinating lessons with larger groups of children.

# data[].attributes.body
Examples of PYP conceptual understandings.

# data[].attributes.headline
I think the modelling of the lesson was great and having such a simple plan is fabulous.

# data[].attributes.subject
I think the modelling of the lesson was great and having such a simple plan is fabulous.

# data[].attributes.headline
Got                                                 I enjoyed watching the modelled lesson. 

# data[].attributes.subject
Got                                                 I enjoyed watching the modelled lesson. 

# data[].attributes.body
Want
More modelling of lessons

# data[].attributes.body
Work with your team to plan a strategy group for next week...

# data[].attributes.attachment_link.title
QAD Strategy Lesson Planning Guide - Team Planning

# data[].attributes.headline
"If...Then" Strategy Groups for Upcoming Unit

# data[].attributes.subject
"If...Then" Strategy Groups for Upcoming Unit

# data[].attributes.body
If you finish one strategy group, consider other needs that might be coming up or anticipate future needs and plan accordingly.

# data[].attributes.body
Can we have some examples for KG? KG looks so different compared to upper and middle primary and I need to see what it looks like :)

# data[].attributes.headline
A model lesson for early years -KG and or emergent writers.

# data[].attributes.subject
A model lesson for early years -KG and or emergent writers.

# data[].attributes.body
Clarity

Wants
Ideas on how to publish and celebrate student's work.

# data[].attributes.body
Great for Early Years Story Workshop

# data[].attributes.attachment_link.keywords[]
storymaking: the maker movement approach to literacy for early learners

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

# data[].attributes.attachment_link.keywords[]
education / early childhood (incl. preschool & kindergarten)

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

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / science & technology

# data[].attributes.attachment_link.keywords[]
early childhood (incl. preschool & kindergarten)

# data[].attributes.attachment_link.keywords[]
education/early childhood (incl. preschool & kindergarten)

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

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - science & technology

# data[].attributes.attachment_link.keywords[]
reggio emilia approach (early childhood education)

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

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - science & technology

# data[].attributes.attachment_link.keywords[]
storymaking; robin chappele thompson; michelle kay compton; maker movement; literacy; story-retelling; story creation; early learning curriculum; reggio theory; preliteracy resources; midwest book award; early childhood educators

# data[].attributes.attachment_link.keywords[]
education / early childhood (incl. preschool & kindergarten)

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

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / science & technology

# data[].attributes.attachment_link.keywords[]
education/early childhood (incl. preschool & kindergarten)

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

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - science & technology

# data[].attributes.attachment_link.title
StoryMaking: The Maker Movement Approach to Literacy for Early Learners

# data[].attributes.attachment_link.description
Amazon.com: StoryMaking: The Maker Movement Approach to Literacy for Early Learners (9781605546032): Compton, Michelle Kay, Thompson, Robin Chappele: Books

# data[].attributes.attachment_link.title
A Teacher’s Guide to Getting Started with Beginning Writers

# data[].attributes.attachment_link.title
QAD Workshop - PYP Session 6_ Conferring & Putting the Pieces Together

# data[].attributes.body
3 -  Things you learned
2 - Thing you want to try
1 - Wondering you still have

# data[].attributes.attachment_link.title
QAD Workshop - PYP Session 3_ Unpacking TCRWP Units

# data[].attributes.attachment_link.title
QAD Workshop - PYP Session 4_ Feedback & Strategy Groups

# data[].attributes.attachment_link.title
QAD Workshop - PYP Session 5_ Feedback, Small Groups, Tools

# data[].attributes.body
Warm-up/Connection: 0:00-3:00
Teach: 3:00-8:46
Coach: 8:46-14:30
Link: 14:30-16:08

# data[].attributes.attachment_link.title
QAD Workshop - PYP Session 1 (July 2020) (1) (1)