# data[].attributes.body
G3 Strategy Group Planning

# data[].attributes.attachment_link.title
ISD G3: Strategy Group Planning Guide (IB)

# data[].attributes.body
IB PYP

# data[].attributes.attachment_link.title
IB PYP Three Assessment Practices (2019)

# data[].attributes.body
EKC

# data[].attributes.headline
One Central Idea: Between, Across, and Beyond the Disciplines

# data[].attributes.subject
One Central Idea: Between, Across, and Beyond the Disciplines

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Connect with educators around the world!

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.body
IB PYP

# data[].attributes.headline
Teacher Moderation for Shared Understanding & Growth

# data[].attributes.subject
Teacher Moderation for Shared Understanding & Growth

# data[].attributes.body
IB PYP

# data[].attributes.attachment_link.title
PYP Teacher Moderation for Shared Understanding (2019)

# data[].attributes.headline
Developing Assessment-Capable Visible Learners, Grades K-12

# data[].attributes.subject
Developing Assessment-Capable Visible Learners, Grades K-12

# data[].attributes.body
Nancy Frey, John Hattie, Douglas Fisher

# data[].attributes.attachment_link.readable_text
Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

# data[].attributes.attachment_link.title
Developing Assessment-Capable Visible Learners, Grades K-12

# data[].attributes.attachment_link.description
Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

# data[].attributes.body
Patrick Griffin

# data[].attributes.attachment_link.description
Assessment for Teaching [Griffin, Patrick] on Amazon.com. *FREE* shipping on qualifying offers. Assessment for Teaching

# data[].attributes.headline
The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship—and What We Can Do About It

# data[].attributes.subject
The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship—and What We Can Do About It

# data[].attributes.body
Tony Wagner

# data[].attributes.attachment_link.readable_text
Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world.

Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization).

He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &"net"; generation to excellence.

An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens.

For additional information about the author and the book, please go to www.schoolchange.org

# data[].attributes.attachment_link.keywords[]
the global achievement gap: why our kids don't have the skills they need for college

# data[].attributes.attachment_link.keywords[]
and citizenship -- and what we can do about it

# data[].attributes.attachment_link.title
The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship -- and What We Can Do About It

# data[].attributes.attachment_link.description
Buy The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship -- and What We Can Do About It: Read Kindle Store Reviews - Amazon.com

# data[].attributes.body
I promise to prepare my children with a solid foundation in writing for higher grades and future writing endeavors.
I promise to give helpful and specific feedback.

# data[].attributes.body
I promise to give them graphic organizers, time to think out their ideas, give them support throughout the process and give them feedback in a timely manner.

# data[].attributes.headline
I promise to give my students the tools such as graphic organizers to support their writing.

# data[].attributes.subject
I promise to give my students the tools such as graphic organizers to support their writing.

# data[].attributes.body
I promise to share my excitement and love of writing with my students to engrain in them a love of writing too and to make it seem like less of a "chore."

# data[].attributes.headline
I promise to highlight something positive in my student's writing first

# data[].attributes.subject
I promise to highlight something positive in my student's writing first

# data[].attributes.body
then support  them to grow in their writing.( tools  and focus on on aspect to develop)

# data[].attributes.body
Integration of writer's workshop with PYP.

# data[].attributes.body
I wonder how I can allow agency to the students in writing but at the same time that they follow the structure when they feel that the structure does not fit their ideas. I want to allow them to write freely but also be concise with the specific structure.

# data[].attributes.headline
how to manage ALL students with a wide range of ability - making the most of the writing time 

# data[].attributes.subject
how to manage ALL students with a wide range of ability - making the most of the writing time 

# data[].attributes.body
Gots:
Understanding different types of assessments more clearly.
Wants:
Creative ways to integrate assessments for learning in the classroom.
Could I include this in my student-led conferences and how?

# data[].attributes.body
It's been helpful to understand the differences of the assessments as, of, and for learning and to have examples of them. It has also been helpful to hear what other colleagues proceed with their units so I can implement those ideas in my routine.

I would like to know more about how we can integrate the writer's workshop and PYP simultaneously.

# data[].attributes.headline
Got: assessment as the process of learning

# data[].attributes.subject
Got: assessment as the process of learning

# data[].attributes.body
Want: ideas of continual assessments and individual learning goals for students- teacher or student created? Separate goals?

# data[].attributes.headline
I 'd like to know how to truly integrate into an evaluation  not only the growth of each individual child, but with differentiation, how do we make sure that each child understands that in the end, there is a certain standard the child has to achieve ( =high expectation) as well.

# data[].attributes.subject
I 'd like to know how to truly integrate into an evaluation  not only the growth of each individual child, but with differentiation, how do we make sure that each child understands that in the end, there is a certain standard the child has to achieve ( =high expectation) as well.

# data[].attributes.headline
Gots: 3 kinds of assessements and their relationships

# data[].attributes.subject
Gots: 3 kinds of assessements and their relationships

# data[].attributes.body
Wants: how to intergrade all 3 assessments in one unit.

# data[].attributes.body
IB PYP

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.headline
Supporting Culturally and Linguistically Diverse Learners

# data[].attributes.subject
Supporting Culturally and Linguistically Diverse Learners

# data[].attributes.body
EKC Connections: Interview with Dr. Andrea Honigsfeld

# data[].attributes.headline
Honoring All Languages in Literacy Instruction

# data[].attributes.subject
Honoring All Languages in Literacy Instruction

# data[].attributes.body
DisruptED TV

# data[].attributes.body
François Grosjean

# data[].attributes.attachment_link.readable_text
François Grosjean
University of Neuchâtel, Switzerland

A number of myths about bilingualism are discussed in my new book, Bilingual: Life and Reality (Harvard University Press, 2010). They are summarized here.

Bilingualism is a rare phenomenon. WRONG. It has been estimated that more than half the world's population is bilingual, that is lives with two or more languages. Bilingualism is found in all parts of the world, at all levels of society, in all age groups. Even in countries with many monolinguals, the percentage of bilinguals is high. For example, one can estimate that there are as many as 50 million bilinguals in the United States today.

Bilinguals acquire their two or more languages in childhood. WRONG. One can become bilingual in childhood, but also in adolescence and in adulthood. In fact, many adults become bilingual because they move from one country (or region) to another and have to acquire a second language. With time, they can become just as bilingual as children who acquire their languages in their early years (minus the native speaker accent). In general, people become bilingual because life requires the use of two or more languages. This can be due to immigration, education, intermarriage, contact with other linguistic groups within a country, and so on.

Bilinguals have equal and perfect knowledge of their languages. WRONG. This is a myth that has had a long life! In fact, bilinguals know their languages to the level that they need them. Some bilinguals are dominant in one language, others do not know how to read and write one of their languages, others have only passive knowledge of a language and, finally, a very small minority, have equal and perfect fluency in their languages. What is important to keep in mind is that bilinguals are very diverse, as are monolinguals.

Real bilinguals have no accent in their different languages. WRONG. Having an accent or not in a language does not make you more or less bilingual. It depends on when you acquired your languages. In fact, some extremely fluent and balanced bilinguals have an accent in the one, or the other, language; other, less fluent, bilinguals may have no accent at all.

Bilinguals are born translators. WRONG. Even though bilinguals can translate simple things from one language to another, they often have difficulties with more specialized domains. The reaction people have is almost always, "But I thought you were bilingual!". In fact, bilinguals use their languages in different situations, with different people, in different domains of life (this is called the complementarity principle). Unless they learned their languages formally (in school, for example), or have trained to be translators, they often do not have translations equivalents in the other language.

Mixing languages is a sign of laziness in bilinguals. WRONG. Mixing languages such as code-switching and borrowing is a very common behavior in bilinguals speaking to other bilinguals. It is a bit like having coffee with milk instead of just straight black. The two language repertoires are available in bilingual situations and can be used at will. Many expressions and words are better said in the one or the other language; mixing permits to use the right one without having recourse to translation which simply may not do justice to what one wants to express. This said, in other situations, bilinguals know that they cannot mix their languages (e.g. when speaking to monolinguals) and they then stick to just one language.

Bilinguals are also bicultural. WRONG. Even though many bilinguals are also bicultural (they interact with two cultures and they combine aspects of each), many others are monocultural (e.g. the inhabitants in the German speaking part of Switzerland who often acquire three or four languages during their youth). Thus one can be bilingual without being bicultural just as one can be monolingual and bicultural (e.g. the British who live in the USA).

Bilinguals have double or split personalities. WRONG. Bilinguals, like monolinguals, adapt their behavior to different situations and people. This often leads to a change of language in bilinguals (e.g. a Japanese-English bilingual speaking Japanese to her grandmother and English to her sister). This change of language has led to the idea that bilinguals are "different" when speaking the one, or the other, language. But like monolinguals, it is the situation or the person one is speaking to which induces slight changes in behavior, opinions, feelings, etc., not the fact that one is bilingual.

Bilinguals express their emotions in their first language. WRONG. Some bilinguals have grown up learning two languages simultaneously and hence have two first languages with which they will express their emotions. And for the majority of bilinguals who have acquired their languages successively-first one language and then, some years later, another-the pattern is not clear. Emotions and bilingualism produce a very complicated but also very personal reality that has no set rules. Some bilinguals prefer to use one language, some the other, and some use both of them to express their feelings and emotions.

Bilingualism will delay language acquisition in children. WRONG. This is a myth that was popular back in the middle of the 20th Century. Since then much research has shown that bilingual children are not delayed in their language acquisition. This said, one should keep in mind that bilingual children, because they have to deal with two or more languages, are different in some ways from monolingual children, but definitely not on rate of language acquisition. As for bilingual children with language challenges (e.g. dyslexia), they are not proportionally more numerous than monolingual children with the same challenges.

The language spoken in the home will have a negative effect on the acquisition of the school language, when the latter is different. WRONG. In fact, the home language can be used as a linguistic base for acquiring aspects of the other language. It also gives children a known language to communicate in (with parents, caretakers, and, perhaps, teachers) while acquiring the other.

If parents want their children to grow up bilingual, they should use the one person - one language approach. WRONG. There are many ways of making sure a child grows up bilingual: caretaker 1 speaks one language and caretaker 2 speaks the other; one language is used in the home and the other outside the home; the child acquires his/her second language at school, etc. The critical factor is NEED. The child must come to realize, most of the time unconsciously, that he/she needs two or more languages in everyday life. This is where the one person - one language approach often breaks down as the bilingual child quickly realizes that the weaker (often minority) language is not really needed (the caretakers or other family members often speak the other, stronger language, to one another, so why keep up the weaker language?). A better approach is that all family members use the weaker language at home, if at all possible, so as to increase the child's exposure to it and mark the language's "main" territory.

Children raised bilingual will always mix their languages. WRONG. If bilingual children interact in both bilingual and monolingual situations, then they learn to mix languages at certain times only. When they are with monolinguals (e.g. Grandma who doesn't speak any English), they quickly learn to speak just the one language (communication breaks down otherwise). It is important though that the situation be truly monolingual (and not a "pretend situation" in which a bilingual parent pretends not to know the other language); children will make an effort to speak only one language if they feel it is vital for communication. Thus, caretakers will want to create natural monolingual environments where children will need, and hence use, just one language.

For further reading click on the following links:

1. François Grosjean's new book Bilingual: Life and Reality (Harvard University Press, 2010)

2. A short text, "What parents want to know about bilingualism", by François Grosjean

3. An interview of François Grosjean on bilingualism

# data[].attributes.attachment_link.title
Francois Grosjean - Myths about bilingualism bilingualism

# data[].attributes.attachment_link.description
Francois Grosjean, François Grosjean, Grosjean, psycholinguistics, language processing, bilingualism, biculturalism, sign language, aphasia, applied linguistics, BIMOLA, language processing in aphasics, prosodic structures, second language grammar checking, Life with two languages, Bilingualism: Language and Cognition

# data[].attributes.headline
Teach Writing Well: How to Assess Writing, Invigorate Instruction, and Rethink Revision!

# data[].attributes.subject
Teach Writing Well: How to Assess Writing, Invigorate Instruction, and Rethink Revision!

# data[].attributes.body
Ruth Culham

# data[].attributes.attachment_link.readable_text
Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise. Ruth Culham is both a successful writer and a writing teacher, and she's discovered how to teach writing and revision in a way that's accessible to both teacher and students: First read the writing, assess it using the traits of writing, then teach the writers and guide revision decisions using traits as a common language and map.

This book shows you how to assess and teach writing in a way that's practical and doable-and best of all, see results.

Part 1 walks you through the traits of writing and their key qualities, showing step by step how to read students' writing and offer feedback that nudges them forward through the revision process. Chapters will help you address challenges students face within each mode of writing (narrative, expository, persuasive), and provide tools young writers can use to evaluate their own writing and make revision decisions accordingly.

Part 2 dives into instruction, offering specific guidance for how to use what you've learned from reading student writing to design lessons that scaffold students toward making their own craft decisions and revisions. In addition, there's an entire chapter devoted to mentor texts that you can use to model traits and key qualities for your students.

Traits-based revision lies at the heart of this book, as it's been at the heart of Ruth's career in writing instruction. Rethinking revision is what will ultimately help you to teach writing well.
Go Digital with Stenhouse
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon and ebooks.com. View the full list of retailers here.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

# data[].attributes.attachment_link.description
Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise.

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
Process for Designing Assessment of Learning

# data[].attributes.body
EKC

# data[].attributes.headline
Sample Section of Checklist: Conceptual Understandings

# data[].attributes.subject
Sample Section of Checklist: Conceptual Understandings

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
G3_ Patterns, Theories, and Predictions Section of Checklist

# data[].attributes.headline
Sample Snapshot: Grounding in the Inquiry

# data[].attributes.subject
Sample Snapshot: Grounding in the Inquiry

# data[].attributes.body
EKC

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.attachment_link.description
Strategies and lessons for teaching writing in Kindergarten through elementary to seventh grade with differentiation and inquiry. Complete guide with ideas for small group guided, shared, and interactive writing. Improve engagement and independence though social support and teacher feedback.

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.headline
Toolkits: A folder with many examples...

# data[].attributes.subject
Toolkits: A folder with many examples...

# data[].attributes.body
EKC

# data[].attributes.body
A treasure trove of ideas!

# data[].attributes.body
EKC

# data[].attributes.body
TCRWP

# data[].attributes.body
TCRWP

# data[].attributes.body
TCRWP

# data[].attributes.body
Wants:
Best ways to utilize this in a dual language, co-teaching classroom next year.

# data[].attributes.headline
I concur- how to adapt this to the other language, when the pressing need is that learners are still learning the language.( think ESL student, but for another language- we're still at the level where we're providing the tools to be able to express oneself in a comprehensible manner

# data[].attributes.subject
I concur- how to adapt this to the other language, when the pressing need is that learners are still learning the language.( think ESL student, but for another language- we're still at the level where we're providing the tools to be able to express oneself in a comprehensible manner

# data[].attributes.headline
Some possibilities...or synthesize from these examples...

# data[].attributes.subject
Some possibilities...or synthesize from these examples...

# data[].attributes.body
EKC

# data[].attributes.body
Caroline Sweet, Jeff Anderson, and Whitney La Rocca

# data[].attributes.attachment_link.readable_text
"As bilingual educators, we have an obligation to provide many mirrors. Using literature that connects directly to students' lived experiences as we teach conventions is a great place to start." Caroline Sweet

In Patterns of Power en español: Inviting Bilingual Writers into the Conventions of Spanish, Grades, 1-5, bilingual teacher and coach Caroline Sweet has adapted lesson sets from the bestselling book Patterns of Power: Inviting Young Writers into the Conventions of Language, Grades, 1-5 for use in the bilingual classroom. With these adaptations, you can teach Spanish-language conventions authentically using 10-minute lessons that cover key Spanish grammar topics.
Inside you'll find:

53 lessons focused on teaching the conventions of the Spanish language

Lesson sets that use the popular invitational process from Patterns of Power

Model sentences excerpted from authentic Spanish-language children's trade books

Correlation to Spanish TEKS

A Patterns-of-Power Planning Guide adapted for Spanish

Patterns of Power en español allows your bilingual students to notice, discover, and celebrate author craft in both languages. Through an examination of conventions and trying them out on their own students embrace both reading and writing and discover the power in each language.

# data[].attributes.attachment_link.description
Mentor texts en español now available! When you use Spanish-language books as mentor texts in your bilingual classrooms to teach grammar and conventions, you offer your students mirrors in which they see themselves reflected in the characters, settings, and cultural representations. Student engagement and excitement increases, and they become better readers and writers.

# data[].attributes.body
Jeff Anderson and Whitney La Rocca

# data[].attributes.body
How We Express Ourselves - Poetry ideas

# data[].attributes.body
...next week?
...next month?
...next year?

# data[].attributes.body
EKC

# data[].attributes.headline
Conferring to Amplify Inquiry and Honor Agency

# data[].attributes.subject
Conferring to Amplify Inquiry and Honor Agency

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Straight Away:
1. Make a chart with a routine of things to do when you finish work.

Next Year:
1. Set up routines and very strict expectations for conferencing/behavior.

# data[].attributes.body
EKC

# data[].attributes.body
EKC