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Gallery Walk of Monitoring and Documenting Possibilities - TG

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Napper and Rao

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency g...

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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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.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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Frey, Hattie, and Fisher

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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

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Developing Assessment-Capable Visible Learners, Grades K-12

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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...

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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ESF Wu Kai Sha Kindergarten - Slides that were printed for a documentation panel

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ESF Wu Kai Sha Kindergarten - Slides that were printed for a documentation panel

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Tonya Gilchrist

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ILA Reading Research Quarterly - The Science of Reading Progresses

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ILA Reading Research Quarterly - The Science of Reading Progresses

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Nell K. Duke and Kelly B. Cartwright (2021)

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore together in a future session? —OR— What burning question is on your mind?

👇👇

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tonya@tonyagilchrist.com

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Douglas Fisher, Nancy Frey, and Nancy Akhavan

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Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential?

The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include:

* Instructional materials comprised of both informational and narrative texts.
*The best uses of instructional delivery modes, including direct and dialogic instruction.
*Grouping patterns that work best to accomplish learning aims for different learners at different stages.
* Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency,
vocabulary, comprehension, and writing.
* Technology used as a tool for increasing learning of a specific literary process.

All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers.

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All the tools and tips you need to strike the right balance of high impact learning and realize the goal of balanced literacy instruction in your classroom.

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Tweets by Mrs_Gilchrist

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Julia B. Lindsey

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The newest addition to Scholastic's "Science of Reading" collection is an early literacy handbook written by a teacher for teachers. This book is about decoding and phonics. Lindsey uses her impeccable body of research to create a powerful translational work interpreting reading science. She employs a scaffolded approach to teaching foundational skills, starting with decoding and oral language, moving through phonemic awareness and sound-spelling knowledge, and ending with fluency. Of particular value is the focus on bridging to practice: activities and lessons presented here can be used immediately in the classroom. The book is predicated on the "Essential Instructional Swap" of substituting ineffective activities for more effective, evidence-based routines. For example, "Fewer Rhymes, More Phonemes" and "Less Pointing to Text in Predictable Books, More Engaging in Shared Reading." The depth of research backing this text cannot be overstated. Lindsey refers to the findings of meta-analyses throughout, and the book sports a beefy and current reference section. VERDICT This title can be used as a handbook for professional educators; its clear organization and focused language will be useful for early literacy teachers.-Jennifer Townesα(c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

" Reading Above the Fray is a wonderful resource, a book I read from cover to cover. The scholarship is impeccable, citing the central and most impactful studies surrounding foundational skills and their importance to reading acquisition. Authored by a passionate educator, the book is rich in stories, lessons, activities, and ideas. It is a joy to read and will become a well-worn guide for teachers and students of reading!"Book Smart: How to , Julia masterfully connects the deep research base on how kids learn to read to what teachers can do tomorrow in their classrooms. What I love even more about the book is her focus on the joy of helping students develop the tools they need to achieve reading success."

- ANNE E. CUNNINGHAM, Professor, Learning Sciences and Human Development, University of California, Berkeley; author of Develop and Support Successful, Motivated Readers Letter Lessons and First Words: Phonics Foundations That Work

"This book speaks to something near and dear to my heart-the power of early literacy to lead to lifelong learning and immeasurable opportunities. With clarity and precision, Dr. Lindsey cuts through the distracting noise around reading instruction. Her book should be required reading in preservice and inservice programs. With it, we can chart a course forward to literacy for all."

- SHARIF EL-MEKKI, Chief Executive Officer, Center for Black Educator Development

"One of the best books I've read on decoding and phonics. With passion for teaching, Dr. Lindsey interprets reading science in ways that are directly transferable to the classroom. Her book is chock full of techniques, activities, and strategies-a veritable 'go-to' resource. This is exactly the kind of translational work the field needs!"

- SUSANNE NOBLES, Chief Academic Officer, ReadWorks

"Accessible, timely, and easy to use, this is a book that needed to be written for teachers, literacy coaches, and school administrators looking to develop efficient and effective literacy instruction. Dr. Lindsey simplifies the complexities of foundational skills instruction, synthesizes research by bridging it to practice, and provides routines that can be implemented the very next day. I predict it will become a primary resource that educators return to time and again."

- REBECCA MILES, Early Literacy Consultant and Coach Coordinator, Berrien Regional Educational Service Agency

"If you think a professional book about decoding and foundational skills can't be engaging, think again! Dr. Lindsey artfully combines wit, wisdom, and classroom realism with evidence-based routines that we can implement immediately. Most important, she centers each chapter on children, calling us to value and build upon the strengths, perspectives, and cultural assets they bring. This book is a win for educators and, by extension, the children and families they serve!"

- ANNIE PETROZZELLI SPEAR, Literacy Specialist, Consultant, and Author

"Elementary teachers have been waiting for this one! Dr. Lindsey explains not only the 'why' behind the essential elements of decoding, but also provides explicit guidance and routines to help any teacher swap out ineffective practices for more effective and efficient research-based ones. She makes it easy to align instruction to reading science
and teach 'above the fray.'"

- KATHARINE NOONAN, English Language Arts Instructional Coach, District of Columbia Public Schools
- HEIDI ANNE MESMER, Professor of Literacy Education, Virginia Tech; author of Reading Above the Fray

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Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills (The Science of Reading in Practice)

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Julia Lindsey's evidence-backed routines help young readers decode words efficiently so they can spend more energy on comprehending--and enjoying--what they read! You'll find:1. need-to-know essentials of how kids learn to read.2. principles of high-quality foundational skills instruction.3. teac...

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Dr. Heidi Anne Mesmer

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Michelle Kay Compton and Robin Chappele Thompson

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Amazon.com: StoryMaking: The Maker Movement Approach to Literacy for Early Learners: 9781605546032: Compton, Michelle Kay, Thompson, Robin Chappele: Books

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Cecilia M. Espinosa & Laura Ascenzi-Moreno

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Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

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Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

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Danling Fu, Xenia Hadjioannou & Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

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Debbie Miller

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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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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Lester L. Laminack and Katie Kelly

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Books as bridges enable readers to speak freely, think deeply, and take action. In Reading to Make a Difference, Lester and Katie build on the work of

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High-impact Moves to Support Assessment-capable Learners

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High-impact Moves to Support Assessment-capable Learners

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Mind the Gap: Methods to Support Self-monitoring and Self-adjusting

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Mind the Gap: Methods to Support Self-monitoring and Self-adjusting

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Mind the Gap - Actionable, Agency-rich Feedback - TG

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore together in a future session? —OR— What burning question is on your mind?

👇👇

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore together in a future session? —OR— What burning question is on your mind?

👇👇

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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From the teacher: "When we identify 'gold nuggets' that are significant for children's learning, my TAs and I get together and use this form to structure our thinking. This helps us to dig deeper into our understanding and interpretation."

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From the teacher: "I jot down conversations between the children (having the columns helps me to see how they evolve)."

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AISPP: Group documentation (final product)

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AISPP: Group documentation (final product)

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From the teacher: "We shared this with parents, and we also turned it into a book and placed it in our classroom library so the children could see it whenever they wanted."

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ISU G1 Example - Parent Update (Whole Class)

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ISU G1 Example - Parent Update (Whole Class)

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Green Modern Monthly Updates School Newspaper Classroom News A4 Email Newsletter

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I'd love to see planning guides for strategy groups.

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I'd love to see planning guides for strategy groups.

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Just in time... not just in case! That's a key take away that will stick with me.

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Just in time... not just in case! That's a key take away that will stick with me.

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Wants: Examples/tips for effective mini lessons. 

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Wants: Examples/tips for effective mini lessons. 

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Would like to have more examples of texts that aren't too long. So there is more focus on the skills and teaching and learning.

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Gots - a nice understanding of colleagues'/teams SHARED understanding of RW

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Gots - a nice understanding of colleagues'/teams SHARED understanding of RW

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Wants - clear direction from Academic Leadership on expectations for delivering reading curriculum, esp in EY context. Curriculr coherence!

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Some practical ideas on efficient ways of delivering (and getting students to engage with / think about) feedback

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This can be used in a number of ways.

1. Teachers can write names with brief notes beside the "bubbles" when they observe students living these skills.

2. Teachers can use a whole page for one student to add details, notes, and dates across time.

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I love the idea of writing down the kids ideas or conversations of their drawings or 3D builds so that the conversations can live on.

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I like using Seesaw as a way to document... I would love to look more into applying/adding skills such as WIDA, ELA, or ATL and tagging them when I record and post students' learning on Seesaw.

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I love the idea of setting up play centers related to reading - for all ages of children! There are many ideas for me to take away for the library!

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Love the open provocations. Sometimes we're so excited to set up the centers and the environment, we forget about the provocations. Thanks for the reminder!

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Love the open provocations. Sometimes we're so excited to set up the centers and the environment, we forget about the provocations. Thanks for the reminder!

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I got so many great documenting ideas. You have made us really think 'how', 'why' and 'what' about documenting. Thank you.
Our want- time! We are trying to figure out the best way to use everyone's time do monitor and document with a reason.

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What lovely ways to document our students learning! Thank you. I think this will be very useful when it comes to providing feedback for my students so they know what areas they will still need to work on in order to achieve their goals.

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WANT: Bridge between theory and practice

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WANT: Bridge between theory and practice

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The gap feels large between what research and theory say are best practices and what on-the-ground realities allow teachers to implement. With between 90 and 100+ students, meetings, planning, duties, sub covers, high differentiation needs for classes, etc., teachers are jammed for time. Implementation strategies that are practical and importantly, quick, would be very useful.

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It was wonderful to see how well teachers organised children's learning journeys and represented them differently.

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I designed this Interactive Dance Floor as part of my tuning in activity for our Movement unit ( G1/2). ( The activity could be adapted for the younger students)The students would click on the links to connect to a dance. The students familiarized themselves with the different rhythms and beats of songs to move/dance to. Students were asked to choose 1 dance they felt comfortable moving to/record their responses and post their dance videos on a padlet. Their classmates provided feedback on their videos with the criteria of Energy, Enthusiasm plus movement to the rhythm and beats.
Early years students could click on a dance and practice at home with an adult. Then maybe post a video of themselves on SeeSaw attempting the dance movements.

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Have these available, then teachers and TAs and grab and record for the 2 students they are responsible for that day. Will give this a try and reflect at the end of the week.

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TCRWP (2019)

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TCRWP (2019)

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TCRWP Recommended Books and Supplies for Reading Workshop Grades K-8 (2019)

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Jan Burkins and Kim Yaris (2020)

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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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This posts describes a collection of WHO'S DOING THE WORK? guided reading books for K-2 that are available for free on this site.

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Scholastic (2022)

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Use this list of specially chosen Guided Reading Level books to build your classroom library and introduce students to a range of different texts to help them develop core reading skills.

Find out more with the Guided Reading Leveling Chart. Plus, check out our Nonfiction Guided Reading Book Lists for Every Level.
Want more great content? Subscribe to our Teacher Newsletter below and get teaching ideas delivered right to your inbox.

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Guided Reading for Every Student's Level | Scholastic | Teachers

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Support a comprehensive reading program by integrating small-group instruction, assessment, and independent practice into your classroom to foster independent learners.

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The grade 4 team will be looking over book lists to request purchases for next year. We will also be looking through other resources to find example of great texts for guided reading like this one:

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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I will look through the book lists for some ideas of different texts and books.

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Incorporating more 1:1 conferring with students

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Look into buying Jennifer's 2.0 book(s) and more guided reading books shared in the lists.

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We will look at the booklists to see what we can buy.

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We will look at the booklists to see what we can buy.

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I will look at Jennifer Serravallo's book and another program with short stories that I could use. I currently use the All About Reading program which is great for teaching reading strategies with short stories. It would be nice to have more of a program like this.

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EY3 will begin to pull together a syllabus of strategies with a view to creating book packs that match the strategies

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EY3 will begin to pull together a syllabus of strategies with a view to creating book packs that match the strategies

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I'll look into the book lists that EAL students can access.

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EY3 will pull together a 'syllabus' of strategies with a view to creating book packs that match the strategies.

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I have many lists on hand but has yet to select appropriate ones to use with my students. I will start compiling the books that focus on the same strategies, so that they are ready for use .   Koong

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A Prototype with AISPP: Using a Progression of Australian Curricular Expectations as Look-fors

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A Prototype with AISPP: Using a Progression of Australian Curricular Expectations as Look-fors

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Examples of How to Support Symbolic Exploration and Expression

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Examples of How to Support Symbolic Exploration and Expression

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from the IB PYP (2021)

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore together in a future session? —OR— What burning question is on your mind?

👇👇

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What are some of the attributes/characteristics of true, lasting learning? What's the process? How do you know when you've truly learned?

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What are some of the attributes/characteristics of true, lasting learning? What's the process? How do you know when you've truly learned?

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Please record your group's thinking below. You can label your post based on your context (e.g. Arts, G10, etc.), or you can include your names.

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A Conceptual Framework - Content Knowledge AND Conceptual Understandings

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A Conceptual Framework - Content Knowledge AND Conceptual Understandings

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore together in a future session? —OR— What burning question is on your mind?

👇👇

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UNIT DESIGN: One process you might use...

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UNIT DESIGN: One process you might use...

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When you click on the link, you'll be asked to make a copy. This will allow you to type your ideas directly onto the document. :)

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A Guide to Design for Learning - PYP & MYP - TG

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ON THE DAILY: One Framework to Utilize...

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ON THE DAILY: One Framework to Utilize...

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LESSON DESIGN: A Guide to Lesson Planning Through an AtL Lens

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LESSON DESIGN: A Guide to Lesson Planning Through an AtL Lens

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This is the appendix mentioned in the above lesson planning guide.

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We learn when math makes sense in a real life context and applicable. For example, 1 teacher said he remembered what he learned in Grade 5 when he was using math/fractions to make simple recipes (cookies!).

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- (Melissa) skill oriented makes the learning very visible product or process refinement
- (Phil) sketch50 regular practice; having a community around you/sharing; "badges" that marked completion
- (Jonny): learning from others/community being a critical component; the power of vocalizing/sharing being key to learning; this allows for feedback and insight
- Xavier: You can still demonstrate the learning/skill a number of years later (or a significant length of time)

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Immediate feedback that is specific and focuses on improvements.

Things that are fun, that you research yourself and teach others. Things that you come back to regularly.

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Make the learning relevant to the learners so we realize what we're learning is useful in the real world context. To truly learn something it requires learners dedicate certain amount of practice. when we can reteach what we learned to others that might be where true learning happens

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Learners can make connection on what they have learnt, transfer/apply in new situation and be able to use it in real life.