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Questions for Getting to Know our Learners/Readers

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Questions for Getting to Know our Learners/Readers

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Connect with educators around the world!

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

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sarah@erinkentconsulting.com
Twitter: @srvshannon

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

There are 15 titles ranging from Level A to Level J. I have built flipbooks with each title, and embedded them here on the site. The text below, one of my favorite in the collection, is an example of the set-up for each book, and will show you how the flipbooks in the collection work. Missing Socks, like all the books in the collection, includes illustrations designed to engage students and deepen the story.
​

Mindfulness:
​There are three titles in the collection that relate to mindfulness. Happy (Level C) is about a little girl who is exploring different kinds of happiness, such as the calm happiness of a breeze vs. the palpable happiness of a surprise birthday party. Hurry Up, Slow Down (Level D) is about a little girl who is walking to school with her father and is caught up in the simple beauty around her. Finally, Everyday Beautiful (Level H) is about two boys who have been asked to find something beautiful. One boy overlooks the natural beauty around him while another shows him how simple things can be beautiful.

There are five titles in the collection that use science related to light and shadows to tell a story. They range in levels from C-J. We wrote these to align with science standards. If you teach light and shadows, you may find these texts a nice way to integrate your science content into your reading instruction.

The books are all in flipbook format and are free to use and share with children, but they require a password to access them. To get the password, complete the form below. When you hit submit, a password will pop up on the screen. Use that password in step 2 (below) to access the books.

If you already have the these digital versions of some of the books should be helpful. Although you don't need the lessons to use the books, if you are interested in the lessons that go with the books, they are available from .

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Free Virtual Guided Reading Book Collection

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

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From Clare Landrigan

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Penny Kittle

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Pernille Ripp

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One of the pillars of our reading community is the daily book talk. While I used to do them once in a while, I was spurred on by the wisdom of Penny Kittle to do one every single day, which I have now fully embraced for the past few years.

So in the last few years, I have done a book talk almost every single day right after we finish our independent reading. It takes less than two minutes and is fairly simple. I used to plan them out much more but realized that it added another level of work to my already jam-packed day and that it didn't seem to make a difference to the students whether I did a pre-scripted one or one that was more spur of the moment. So this is what our book talks look like now.
Preparation:

1. Pick the text you will book talk - note this can be a chapter book, audiobook, a collection of short stories or whatever you feel like blessing as Linda Gambrell reminds us.

2. I like to book talk a variety of new books I have read as well as older books that haven't been discovered yet. One place I look to for inspiration is what my students have recommended in the past.

3. Decide your angle: Are you book talking it because you read it and it was amazing? Because you abandoned it and need someone to prove you wrong? Because you added it to the library but haven't read it?

4. Prepare your visual. I like to project the cover of the book so that students can easily write down the tile. I also put any genres abbreviations on the slide and whether or not is a more mature book.

5. Have the physical book ready to hold up and hand to someone or place on a designated book talk shelf or display.

During the book talk:

Keep it short and sweet. I tend to say a few sentences about the book and why I liked it/abandoned it/purchased it and then read either the first page, the inside flap or the back cover. I love these teasers as they are already made for us.

Have the book ready to hand out. The only time I break this recommendation is when I just finished a book and I want to book talk it to all of my classes. Then I try to find extra copies beforehand, such as from our school library.

Students should have their to-be-read list out which is located either in their readers' notebook or using the Goodreads app. This is a routine expectation we start with the very first week.

Pointers:

Start to transfer ownership of the book talks to students fairly early on, you should not be the only one book talking a book. I love using the 30-second book talk idea to help students become more comfortable with the format and also ensure that everyone participates.

If I am the one doing the book talk there is only one given, if it is students, then there can be up to three depending on their length. Again, this is short and sweet, not the actual teaching point of the class.

If many students want to book talk their book, consider making it the teaching point and dedicate a lesson time for it or have them do a speech about their favorite book.

Keep an anchor chart or some sort of visual of which books you have book talked, not only does it provide a reminder to students about the books shared, but it also allows you to ensure that you are providing inclusive book talks that do not just fall under one genre, cultural heritage or some other category.

Place book talked book the same place so that students know where to find them. We have a book tree that serves as everyone's place to recommend books so that is where they go.

Check to see if there are book trailers available. I still think the book trailer for The False Prince by Jennifer A. Nielsen has convinced more students to read the book than I ever have, and I love that book.

I have loved doing daily book talks and also getting them from students and I now see them as a vital component of any thriving reading community. When we book talk a book it is the invitation into a relationship with that book for all of our students, what a powerful teaching tool that is.

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One of the pillars of our reading community is the daily book talk. While I used to do them once in a while, I was spurred on by the wisdom of Penny Kittle to do one every single day, which I have...

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Stephanie Harvey & Annie Ward

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Chris Gadbury

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EKC

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OSC: Inquiry-based Minilesson Planning Sheet

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Confidence when reading aloud, when reading in public.
Opportunities to read. Opportunities to read a variety of texts and accessible.
Reading for authentic purposes.
Introduce "good" literature.
Formats that are accessible, in different formats.
Foster and model a love of reading.
Support ALL readers, to feel successful and confident.
Be openminded to reading a variety of texts.
Opportunities to listen to literature.
Opportunities to share passion of reading together.
To guide and facilitate feedback on their reading.
Responding to reading.
Frequent and equal opportunity to read in the classroom.
To make connections to reading and their lives.
Model the process of thinking that readers use.

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I'm wondering what tools/resources you use to monitor your students reading level/progress.

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I'm wondering what tools/resources you use to monitor your students reading level/progress.

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Wondering:
You talked about asynchronous mini-lessons. How do you do those?
Take-Aways:
Try to get to know my students as readers during conferring time.
Connect attributes and ATLs with the teaching focus in the mini-lesson.

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I really appreciated watching / listening to the mini-lesson at the end for an example of a clear, brief lesson with a simple objective, namely having the children think about and discuss 'empathy' after hearing the 3 pages of text. It's something I have not really tried when teaching 'reading' skills and habits and so I will definitely look forward to experimenting and doing something very similar soon. I can certainly see how that style of short lesson can strengthen the skills and engagement of my students as readers.

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Takeaway - Workshop Model is not a curriculum or a rigid set of rules that is language specific. It is an instructional practice that uses resources to help guide teaching. Online and distance learning can be successful using different methods of teaching to spark learning rather than depending on the setting factor or its medium.  Wondering - How often is it recommended to engage students in Reader's Workshop? based on grade level and dynamics of learners - EAL, Low Avg High Avg etc.

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Takeaway -  This really resonated with me.

" Any unit of study, you can decide what your own students need. Standards and curriculum resources just help you guide those decisions. Because YOU ARE the authority of what you teach tomorrow, based on what happened today!"

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Inspired from the work of Jennifer Serravallo

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From Jennifer Serravallo's Connecting with Students Online

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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OSC: Inquiry-based Minilesson Planning Sheet

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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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A Teacher's Guide to Reading Conferences

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A Teacher's Guide to Reading Conferences

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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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Strategies for Remote Teaching & Learning

The professional development for online teaching and learning that you've been asking for

An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Jennifer Serravallo's Connecting with Students Online gives you concise, doable suggestions based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic.

Watch Jen's webinar about the book!

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

The professional development for online teaching and learning that you've been asking for

An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Now that you're making the shift to online teaching, it's time to answer your biggest questions about remote, digitally based instruction:

How do I build and nurture relationships with students and their at-home adults from afar?

How do I adapt my best teaching to an online setting?

How do I keep a focus on students and their needs when they aren't in front of me?

Jennifer Serravallo's Connecting with Students Online gives you concise, doable answers based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic. Focusing on the vital importance of the teacher-student connection, Jen guides you to:

effectively prioritize what matters most during remote, online instruction

schedule your day and your students' to maximize teaching and learning (and avoid burnout)

streamline curricular units and roll them out digitally

record highly engaging short lessons that students will enjoy and learn from

confer, working with small groups, and drive learning through independent practice

partner with the adults in a student's home to support your work with their child.

Featuring simplified, commonsense suggestions, 55 step-by-step teaching strategies, and video examples of Jen conferring and working with small groups, Connecting with Students Online helps new teachers, teachers new to technology, or anyone who wants to better understand the essence of effective online instruction. Along the way Jen addresses crucial topics including assessment and progress monitoring, student engagement and accountability, using anchor charts and visuals, getting books into students' hands, teaching subject-area content, and avoiding teacher burnout.
During this pandemic crisis turn to one of education's most trusted teaching voices to help you restart or maintain students' progress. Jennifer Serravallo's Connecting with Students Online is of-the-moment, grounded in important research, informed by experience, and designed to get you teaching well-and confidently-as quickly as possible.

Jen will be donating a portion of the proceeds fromConnecting with Students Online to organizations that help children directly impacted by COVID-19.

(click any section below to continue reading)

Sneak Preview

Contents

Chapter 1: Holding True to Priorities as We Move Online

Connection and Relationships

Emotional Wellbeing

Engagement

Clear, Strategic, and Focused Direct Instruction

Guided Practice

Differentiated Instruction

Assessment

Balance

Chapter 2: Partnering with Adults at Home

Make a Video-or Host a Short Live Workshop-to Welcome Caregivers to Your Online Classroom

Survey Students and Families to Understand Needs

Share the Weekly Schedule

Share Notes on Students' Work and Progress

Record How-To Videos for Using Technology

Offer Advice About Setting up a Learning Space at Home

Encourage Caregivers to Develop a Schedule and Routines

Help Families Know What to Do When Things Get Frustrating

Chapter 3: Planning and Revising Curriculum Units for Online Instruction

Step 1: Identify Goals and Skill Progressions

Step 2: Find Anchor Texts

Step 3: Try Out What You'll Ask Students to Do

Step 4: Design Assessments

Step 5: Map Out Daily Reading Lessons with Goals and Strategies

Step 5: Map Out Daily Writing Lessons with Process and Strategies

Streamline and Simplify: Connect Goals Across Subject Areas

Choose Monthly and Unit Focuses: Genre, Content, Independent Projects, or a Mix

Organize Your Curriculum and Resources in a Learning Management System

Approach Your Teaching with Flexibility and Feedback

Chapter 4: Managing Your Time Across a Day, Across the Week
Chapter 5: Setting Up Students' Independent Practice at Home Chapter 6: Methods and Structures for Teaching Online

Understand the Pros and Cons of Synchronous and Asynchronous Teaching

Invite Your Students Online with You for Some Time Each Day

Plan and Record Short Whole Class Lessons

Host "Office Hours" For Student-Initiated Response Time and to Support Adults at Home Who Are Helping Children

Make a Schedule for Conferences and Small Groups

Preserve Space for Professional Learning and Collaboration

Map Out a Weekly Schedule and Set Boundaries

Virtual-Classroom Videos, Featuring Jen and Her Colleagues

Ask Students to Read Every Day

Give Students Access to Paper Books

Adapt Your Teaching to Support Students Who Are Reading E-Books

Adapt Your Teaching to Support Students Who Are Listening to Audiobooks

Create Short Text Packets for Shared Reading Experiences

Rethink What It Means to Match Readers with "Just Right" Texts

Ask Students to Write Every Day

Decide How Your Students Will Compose Their Writing

Give Students Access to Writing Materials and Tools

Set Up a System for Students to Share Some of Their Writing with You

Hold On (Tightly) to Writer's Notebooks

Ask Students to Do Math Every Day

Ask Students to Engage with Content Study Every Day

Develop Community Agreements and Norms for Participating Online

Set Yourself (And Your Students) Up for Videoconferencing

Convert Your Live Mini Lessons to Recorded Micro Lessons

Make Your Micro Lessons More Engaging

Monitor and Guide Independent Practice Time

Read Aloud (Live!) to Build Community

Record Read Aloud to Engage, Support Comprehension, and Collect Data

Study a Mentor Text Together for Writing Craft

Confer with Students Live

Confer with Students When Your Schedules Don't Align

Set Up and Support Reading and Writing Partnerships and Clubs

Engage Reading Partnerships and Clubs with Written "Conversation"

Engage Writing Partnerships and Clubs with Written Feedback

Engage Partnerships and Clubs with Asynchronous Video "Conversation"

Meet with a Small Group of Students with the Same Goal (Strategy Lessons)

Move Your Guided Reading Online

Apply the Tech Tools and Strategies You've Learned to Lead Any Type of Group Online

How to Join Google Meets: Raffaella orients students and their at-home adults to an online environment

How to Check Comments: Raffaella helps students and their at-home adults navigate comments in the online environment

Example Video Lesson: A three-minute writing minilesson video created by Barb on Loom

Example Video Lesson: A three-minute minilesson video about "Unpacking the Facts" created by Jen on Clips

Example Video Lesson: A two-minute minilesson video about setting created by Jen on Clips

Conferring Online with a Kindergartener: One-on-One Video Conference Utilizing Digital Texts and Screensharing

Conferring Online with a Sixth Grader: One-on-One Video Conference without Screensharing

Small Groups Online with Sixth Graders: Coming Up with Ideas

Small Groups Online with Eighth Graders: Mentor Text Study

Related PD Services

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The professional development for online teaching and learning that you've been asking for An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Jennifer Serravallo's Connecting with Students Online gives you concise, doable suggestions based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic.

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https://readingandwritingproject.org/

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Jennifer Serravallo

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Jennifer Serravallo

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4th Grade Theme Responses

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Supporting Print Work: Decoding, Monitoring for Meaning (any level, any genre)

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Supporting Print Work: Decoding, Monitoring for Meaning (any level, any genre)

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Fluency: Intonation, Expression (any genre)

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Fluency: Intonation, Expression (any genre)

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4.6 Punctuation at the End of a Sentence

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Comprehension: Plot vs Theme (Levels G-Z)

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Comprehension: Plot vs Theme (Levels G-Z)

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I also enjoyed listening to your mini lesson. It was quick, to the point and effective. I have a similar mini lesson planned for tomorrow. We are currently writing historical narratives so having empathy for a character really fits in with our unit. I will model with one of our unit novels but plan to allow the students to read any book that interests them. I really want to promote voice and choice. Thank you!

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My take away was the mini lesson. Reading a book on Empathy. Inspired me to look for an opportunity to read a book based on a learner profile word or an attitude. On IBe active day (17th Sept) I chose Empathy as the theme to put together a collection of books to read. We had a short discussion to compare characters in the books.

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Discuss which one you might try..

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 Conferring with a UNIT Lens - Reading G4

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How do you teach students to pay more attention to fluency and accuracy while reading?

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I really enjoyed the video. It taught me a lot about approach and rapport with the student. It also validated a lot for me, too, about my own experiences.

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What are the 'moves' in a strategy lesson?

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Takeaway: That I need to provide time during these conferences for the child to "practice" working on their goal/teaching point. 

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Takeaway: That I need to provide time during these conferences for the child to "practice" working on their goal/teaching point. 

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I took away a lot of ideas for recording conference notes and reading records - I particularly liked the establishment of trends and grouping similarly challenged students under the same goals / teaching points. I also enjoyed seeing the video conference. It gave me an idea of how a deeper conference can be structured - research, compliment, coach, link - and I like the theory and think it would work well for some of my kids. I wonder how I would differentiate the content of the coach in and link for children who really are not avid readers, who don't read many books or who offer no sharing about the reading they have been doing. I see this being much more demanding when I think about one or two of my children.

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Takeaways - Conference architecture, other criterion under fluency (intonation and phrasing) and the structure of feedback -feed up, back and forward.

Wonderings - are anecdotal records shared with students to help them construct their goals?

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Small Group/Strategy Lesson Planning OSC

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My take away from last weeks was the idea of making reading resources available for students. Librarians have started creating digital libraries for classes.  Grade 5 team mentored us to take the initial steps.  We have started to create shelves linking resources mainly from Epic and Sora.  This we feel is a good way to promote resources in those two e-platforms as well.

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Having spent time mentoring with my students this week, I too wonder, how to promote reading to the students who are self confessed not big readers?  A few of my students said that they like reading but would not choose to do it in their spare time but more out of boredom.

It was also powerful to see how students know their strenghts as readers and what they can do to improve. During some of my conferences, I couldn't have made better observations about what kind of reader the student was than they did themselves. One student said that when he reads inside his head he is really good and understands everything he reads. But, when he reads aloud he is slow and often makes mistakes.

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I love the text complexity cards. They will be so useful to narrow down main teaching points for children in different bands.

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I love the text complexity cards. They will be so useful to narrow down main teaching points for children in different bands.

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Was really excited by the Text Complexity resources you shared. Will be useful for my own understanding of 'what' to teach as well as 'how' to teach. Thank you!

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Looking forward to trying out a small group lesson before we next meet.

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I understand and use Demonstration a lot as my teaching method. I would like to see some examples of the other methods - Guided practice, Example and explain and Inquiry

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Takeaway - Text complexity characteristics  to check on student's progress and the guided planner for small groups.

Wondering - Recommended virtual resources for strategies?

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3 Things I Learned
2 Things I want to Try
1 Wondering I Have

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3 things I learned - Small Group Strategies, Workshop Model, Conferencing architecture.

2 things I want to try - Working with more small groups and new strategies, reflecting using some anecdotal recording templates provided.

1 wondering I have - where can I find suitable mentor texts to go with the Reading Strategies resource by Jennifer Seravello? Or just good mentor texts I can find to link in with my chosen strategy..

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1. Text Complexity Across Levels
2. A great new Central Idea I want to Develop
3. New ways to collect reading data

2 Things I want to Try:
1. Revising the Grade 4 Central Ideas
2. Revise Book Clubs

I wonder if revising the central ideas will strengthen our disciplinary and transdisciplinary links.

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I've learned how to teach a mini-lesson.
I've learned to conference more effectively and keep notes of it in an organized way.
I've learned more about how texts get more complex as the reading levels go higher.
I want to try strategy groups with my students.
I want to study more closely the text complexity documents you shared with us.
No wondering - yet!
Thank you for the wonderful learning experience.

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3 Things I learnt -
How to reach/ extend kids of different text complexities, working with small groups and book clubs

2 things I want to try -
Using the student cards when reading with students at different levels and using your suggestions for book clubs.

1 wondering I have -
How revising the central ideas will impact learning and what kind of change it will bring about