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IST EC/KG Reflection Nov. 2021 - Google Jamboard

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G3_Launching Reader's Workshop Planner 2021-22

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Symbolic Expression & Exploration Chart - PYP

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Symbolic Expression & Exploration Chart - PYP

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EY PYP Symbolic Expression & Exploration Chart

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G4_Launching Reader's Workshop Planner 2021-22

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fay@erinkentconsulting.com

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@literacylala

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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What are the promises you make to each of the readers in your care?

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What are the promises you make to each of the readers in your care?

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Name & Grade

Gots: What was most helpful? What will you carry with you?

Wants: What would you like to dig into in our upcoming sessions?

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Students love books and reading.

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Reading is a journey that can take you anywhere!

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Reading is a journey that can take you anywhere!

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Once you unlock the keys and foundations of reading it really is a passport.

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Read everyday, enjoy reading, finding the right reading material, learning to read, view reading as a pleasure, develop a love for reading, access the curriculum

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You will find something you will enjoy reading...and I'll help you find it. :)

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There is a "right" book for everyone, you just have to find.

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I promise to read everyday
I promise to help my readers grow
I promise there will be choice
I promise that it will be fun
I promise to share my favorite books
I promise to read a variety of genres
I promise to engage my readers
I promise to help my students see themselves as readers
I promise to allow my students to have the opportunity to read their own writing
I promise to help my readers learn to reflect

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To help our readers learn and love to read!
To make sure all of our readers feel safe.
To make sure our readers know they can read, be it pictures or words.
To make sure they have reading choices.

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- expose readers to a variety of texts
- increase confidence in reading
- practice your reading skills
- give you an opportunity to explore different text types and genre
- give you opportunities to talk about different texts
- take students on a reading journey and we guarantee growth as a reader

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I promise to be engaged and interested in our reading and to share the joy of reading with you.

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I promise to be engaged and interested in our reading and to share the joy of reading with you.

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read everyday
introduce  new reading materials
make connections to what you are reading

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Gots: An amazing ML model, including ways to incorporate the PYP and emphasize inquiry!
Wants: Time to plan! Additional resources to break down strategies for students.

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Gots - The importance of keeping the lesson MINI!

Wants - more information on how create a balanced literacy curriculum (daily, weekly/bi-weekly) including Reader's Workshop

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Kelly G5 LS
Got: Template with language connecting to ATL's.
Want: Model a guided share session.

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GOT: Planning the classroom library following the interest of the students in the class. I am thinking of getting them involved in organising it on the first day of school along with me instead of doing it beforehand

WANT: How to run guided reading groups - how structured should this time be?

Fatema - Grade 2

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Got - structure is great and so nice that it connects to story workshop structure.
Want - ideas on how this might look in KG classrooms and link to the play based

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Gots: Great language and links to PYP
Wants: strategies for how to best utilize multiple adults in the room during workshop.

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Most helpful - Overview - of reading and writing components - as some schools will say we do readers workshop but not guided reading.

Wants - setting up reading workshop - routines and expectations.

Marie - G1

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Gots - The importance of the learning space!
Wants - Would like to know more about where vocabulary acquisition fit in the workshop model.

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My "Got:" I was inspired and motivated by this session and the dialogues that I had in the Break-Out Rooms.
My "Want:" Ideas for fostering a reading-rich environment to encourage engagement of my new readers.

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Gots: I loved the modelling and the inquiry based lessons.

Wants: Model some conferring or small groups
Thank you!!

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Got - Read the book at a different time. During mini lesson, reread part of the book.

Want - Focus on what it will look like in KG!

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Gots- Mini lesson reinforcement involving inquiry
Remember mini-lessons are not meant to MASTER!
Wants- Time for more chats and ideas

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Gots: "We are not teaching mastery in a mini-lesson"
Wants: Practical ideas for making the most out of the Active Engagement porting.

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Gots: Links to PYP
Wants: Strategies for upper elementary

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Got: Agency & Identity as Readers
Want: Good Anchor texts for mini-lessons

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Gots: Connections, research

Wants: Time together to think about supporting reading in the library (environment, lessons, ex...)

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Gots- Reading Workshop Model routine
Wants- being loyal to this RW routine

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Got: Things to consider when setting up the classroom
Want: Time to plan out reading lessons and looking at books to use to teach skills and strategies.

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GOTS: How Reader's Workshop works overall, how to keep the mini lesson "mini", and how to make different connections, especially to the learner profile.

Wants: How to set up routines and expectations.

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Got: Build Identity, connect to conversation, refer to anchor charts. Want: Is there a readers workshop book like the Jennifer Servalle's book?

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GOT : The importance of connections  and using inquiry during mini lessons
Want: Have more time for reflection

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Gots: Identity of readers, that readers need identity and agency.
Wants: I wonder what Reader's Workshop will look like in EC? How can we organically develop it into our play based, inquiry led program?

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Teaching Methods - Excerpt from "A Guide to the Common Core Writing Workshop". Lucy Calkins.

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Teaching Methods - Excerpt from "A Guide to the Common Core Writing Workshop". Lucy Calkins.

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Flyleaf Publishing - Online Materials Portal

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Click on on any book cover below to begin reading, or use the Menu to navigate.

Use the book's homework button to open a downloadable homework packet.

Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

*Foundational Skills Guides and Close Reading Guides are sold separately and are not available as online resources. Visit flyleafpublishing.com for details about our instructional guides. **If you do not currently have access to SMART Notebook software, you can download it here: SMART Notebook.

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For Instructors - Flyleaf Publishing - Online Materials Portal

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Online Materials PortalFor Instructors Click on on any book cover below to begin reading, or use the Menu to navigate. Use the book's homework button to open a downloadable homework packet. Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

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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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KG_Launching Reader's Workshop Planner 2021-22

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G1_Launching Reader's Workshop Planner 2021-22

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G2_Launching Reader's Workshop Planner 2021-22

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Jot down possible teaching points based on SKILLS & CONCEPTS

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Jot down possible teaching points based on SKILLS & CONCEPTS

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1. Schedule Inquiry - Where might Balanced Literacy Components live inside of our schedule?

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1. Schedule Inquiry - Where might Balanced Literacy Components live inside of our schedule?

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2. Book Boxes / Classroom Libraries. What might go inside of our Classroom Libraries? Book boxes? What might be our next steps?

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2. Book Boxes / Classroom Libraries. What might go inside of our Classroom Libraries? Book boxes? What might be our next steps?

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Great for supporting planning of small groups.

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3. Planning for Reader's Workshop Minilessons

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3. Planning for Reader's Workshop Minilessons

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See Planners in column to the right.

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What might next steps be?
What might we ensure we dig into at our team session(s)?
What are you wondering?

Add Team contact name and email address

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Jennifer Serravallo has overhauled Chapter 3 in her beloved Reading Strategies Book and is making the resulting 30 strategies available at no charge to educators who have the book. In the letter below she tells you all about it.

To access these new strategies, you will need an account on Heinemann.com. Either log into your Heinemann.com account or create an account. Once you log into Heinemann.com, click the link that says, "Register an Online Resource, Video, or eBook." Then enter this code:
RDSTRATBK
You'll be asked to authenticate your registration, so keep a copy of The Reading Strategies Book at hand. "Reading with Accuracy" will remain available online only at this time.

Dear Colleague,

I approach everything I do as an educator with responsiveness: to student and teacher needs, and to research. I read articles and attend conferences constantly to stay up-to-date, I try what I learn from my studies with students in real classrooms, and I offer recommendations to teachers that make applying this research doable--even in classrooms with large class sizes and an enormous range of learners, like those in which I taught and continue to work in each year. I trust teachers to be decision-makers and I hope my resources equip you with options you need to meet the varying needs in your classroom.

With more than one thousand peer-reviewed articles published each year in education and related fields, findings are constantly evolving. In our enduring quest to make learning meaningful, relevant, responsive, and powerful to the children in our charge, we have the opportunity--and responsibility--to continue learning and growing, too. This reality means that as an author, with words printed permanently on pages, I sometimes find myself reading some new research, having an aha moment in a classroom with a student, or answering a wise question from a teacher and thinking: he chapter that follows this note is an update of Chapter 3 from I wish I could have written then what I know now. Sometimes the research-based and student-tested updates I want to make can wait until my next publication, blog post, or workshop presentation. But this time, I wanted to give you my latest ideas, right away.
The Reading Strategies Book, published in 2015. Since writing it back in 2014, I've worked with some children that needed strategies beyond what that chapter offered. These children inspired me to engage in a deep study of what neuroscientists, psychologists, speech and language pathologists, and linguists theorize and have been able to prove about the reading brain. Specifically, I've read countless articles (those most helpful to me have been by Nell Duke and Linnea Ehri), listened to many podcasts, attended various workshops and webinars (by Nell Duke, Carol Tomlin, Mark Seidenberg, and David Kilpatrick), and have studied (read, underlined, sticky-noted) a stack of books, most of which were published after Reading Strategies was released:
T

Mark Seidenberg's Language at the Speed of Sight: How We Read, Why So Many Can't, And What Can Be Done About It (2017)

Louisa Moats' Speech to Print: Language Essentials for Teachers, 3rd ed. (2020)

David Kilpatrick's Essentials of Assessing, Preventing, and Overcoming Reading Disabilities (2015)

Maryanne Wolf's Reader Come Home: The Reading Brain in a Digital World (2018)

Daniel T. Willingham's The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017)

Heidi Mesmer's Letter Lessons and First Words: Phonics Foundations That Work (2019)

Isabel and Mark Beck's Making Sense of Phonics: The Hows and Whys (2013)

Wiley Blevins' A Fresh Look at Phonics: Common Causes of Failure and 7 Ingredients for Success (2016)

From this reading, I now more deeply understand the importance of offering students working on word-level reading skills the strategies that will aid them in applying their knowledge of the alphabetic principle and what they've learned from phonological awareness, phonics, and spelling lessons to their reading of connected text. I understand how crucial it is that we support orthographic mapping (when readers make letter-sound-grapheme-phoneme-connections to bond the spelling, pronunciation, and meaning of words in memory) so that decoded words become sight words, allowing for automatic and fluent reading.

And so, of the twenty-three strategies from the original version of this chapter, I've heavily revised about . It remains I'm incredibly grateful to be in a field where researchers and practitioners are constantly studying and working to outgrow our best thinking and new learning, and who share and collaborate. As your colleague, I feel a responsibility to share my learning with you and make my updated thinking easily available, and I invite you to join me in this important study. Above all, I hope this collection of strategies, along with those from the other chapters in Yours in teaching and learning, ten, and added twenty new ones to offer you crucial that word-level strategies like those in this chapter that focus on skills such as decoding, segmenting, and blending are taught alongside strategies for other areas of the Reading Rope: deepening comprehension, understanding the meaning of words and phrases and "language of books" (Wolf 2007), and developing fluency (Rasinski and Smith 2018). Also, we must support students in other crucial areas of reading such as active self-regulation, including motivation and engagement (Duke and Cartwright 2021). Strategies aligned to these other goals make up the remaining 277 strategies in The Reading Strategies Book, supports you as you provide instruction that helps your students to be capable, confident, and skilled readers who also love to read and choose to do so.

- Jen
The Reading Strategies Book and are as important now as ever.

thirty research-based options to choose from as you support your students, including those for whom learning to read is especially challenging. As with other strategies I've shared, these new strategies are not intended to be a phonics curriculum, and they and could never be a replacement for one. Instead, they are meant to help children apply and transfer what they learn from your systematic, explicit phonics and phonological awareness instruction to connected text reading. Along with the new and revised strategies, I have completely rewritten the introduction to the chapter to set an important research and theoretical context for those who may be unfamiliar with the scholars whose work I've studied. In addition, you'll read in the introduction my updated advice about which assessments I now recommend to determine if this goal is right for your reader, and about how to select from the strategies within the chapter to match what students need.

To place these new strategies in the larger context of the book, we know from Scarborough's Reading Rope framework (Scarborough 2001), the Simple View of Reading theory (Gough and Tunmer 1986), The Active View of Reading (Duke and Cartwright 2021), and countless researchers' findings that teaching word-level strategies alone are not enough (Castles, Rastle, and Nation 2018; Wolf 2007)

To access these new strategies, you will need an account on Heinemann.com. Either log into your Heinemann.com account or create an account. Once you log into Heinemann.com, click the link that says, "Register an Online Resource, Video, or eBook." Then enter this code:
RDSTRATBK
You'll be asked to authenticate your registration, so keep a copy of The Reading Strategies Book at hand. "Reading with Accuracy" will remain available online only at this time.

**A special thank you to researchers Dr. Linnea Ehri and Dr. Maryanne Wolf, Speech and Language Pathologist Angie Neal and Sandra Maddox, literacy specialist and member of the South Carolina Learning Disabilities Task Force, who read my many drafts, fed me a steady supply of research, and gave critical feedback throughout the project.

Jennifer Serravallo is the author of New York Times' bestsellerThe Reading Strategies Bookas well as other popular Heinemann professional books,The Writing Strategies Book;Teaching Reading in Small Groups; andThe Literacy Teacher's Playbook, Grades K-2andGrades 3-6. Her newest titles are Teaching Writing in Small Groups (publishing March of 2021) and Connecting with Students Online, from which she will donate a portion of the proceeds to organizations serving children directly impacted by COVID-19. Her other recent books include Understanding Texts & Readers andA Teacher's Guide to Reading Conferences as well as the Spanish-language counterparts to her strategies books, El libro de estrategias de lectura and El libro de estrategias de escritura.

Jen'sComplete Comprehension: FictionandComplete Comprehension: Nonfiction are assessment and teaching resources that expand upon the comprehension skill progressions fromUnderstanding Texts & Readers and offer hundreds more strategies like those inThe Reading Strategies Book.

Additionally, Jen is the author of the On-Demand Courses Strategies in Action: Reading and Writing Methods and Contentand Teaching Reading in Small Groups: Matching Methods to Purposes, where you can watch dozens of videos of Jen teaching in real classrooms and engage with other educators in a self-guided course.

Jen is a member of Parents Magazine Board of Advisors for education and literacy. She began her career in education as a NYC public school teacher and later joined the Teachers College Reading and Writing Project at Columbia University. Through TCRWP, and now as an independent consultant, she has spent over a decade helping teachers across the country to create literacy classrooms where students are joyfully engaged and the instruction is meaningfully individualized to students' goals.

Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes.

Learn more about Jen and her work at https://www.heinemann.com/jenniferserravallo/, on Twitter@jserravallo, on Instagram@jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community.

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Jen Serravallo on New Strategies for Reading with Accuracy

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Jennifer Serravallo has overhauled Chapter 3 in her beloved Reading Strategies Book and is making the resulting 30 strategies available at no charge to educators who have the book. In the letter below she tells you all about it. To access these new strategies, you will need an account on Heinemann.com.

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Ways to read a book- RJ

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Readers show love for books, carefully flipping through.

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Readers show love for books, carefully flipping through.

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Re-reading for understanding

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We are all readers
Different ways we can read a book
read the pictures
retell
read the words

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Stop and think -RJ

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Sharing what you have read with peers

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How to share my favourite part with a reading buddy

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How to share my favourite part with a reading buddy

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Different ways to read
Finding books in the library
Taking care of books
We are all readers! (answering the questions where, when, why...)

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reading with experession

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Reading partnerships- What does it look like?

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why we read
where can we read
when can we read

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Grade 2-Essential agreements around balanced literacy approach as a team. Consistency across the grade...

- How to incorporate leveled books in the students daily choice reading? How to keep track of books of the library books?

Contact name- Meivy
mdossantos@istafrica.com

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How to use sticky notes.
How to start a conversation about what your reading.

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Next steps: Planning a unit together/ mini-lesson ideas/ different ways for kids to share

Wondering: How do we fit this all in? :)

Contact: Mike Laughlin. mlaughlin@istafrica.com

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G5_Launching Reader's Workshop Planner 2021-22

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Environment Study - Presentation by Faiza Martin

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Amanda small group on information writing