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https://ekc.padlet.org/Tonya/MCHKWritersP5P6

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Learning Walk: Readers Workshop Learning Spaces

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Learning Walk: Readers Workshop Learning Spaces

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Learning Walk- RW Environments Upper Primary

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mrs.justine.otte@gmail.com

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Connect with educators around the world!

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

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@justine_otte
#EKC

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Tweets by justine_otte

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What are some of the promises we make to the readers in our care?

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What are some of the promises we make to the readers in our care?

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Post an action artifact below (e.g. a minilesson planner, a picture of a chart/ teaching tool you made, a teaching point you crafted into a question, a picture of your classroom library, a photo of your readers at work!)

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential.

Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through:

a wider and more comprehensive look at its place within a coherent literacy system

a refined and deeper understanding of its complexity

an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson

the teaching for systems of strategic actions

a rich text base that can support and extend student learning

the re-emerging role of shared reading as a way to lead guided and independent reading forward

the development of managed independent learning across the grades

an in-depth exploration of responsive teaching

the role of facilitative language in supporting change over time in students' processing systems

the identification of high-priority shifts in learning to focus on at each text level

the creation of a learning environment within which literacy and language can flourish.

Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts.
Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons

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Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell.

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Components of Balanced Literacy with Video Links EKC

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MCHK P5-P6 Inquiry-based Lesson Planning Sheet

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EKC

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Another Example of a Flow of Teaching Points

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Another Example of a Flow of Teaching Points

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From Growing Readers, Kathy Collins. Learning Goal - Readers will be able to share and take care of books.

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Readers will be able to share and take care of books

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Flow of Teaching Points - Example Malvern 

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Tackling Time: How might we approach balanced literacy in P5-P6?

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Tackling Time: How might we approach balanced literacy in P5-P6?

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The opportunity to enjoy a variety of texts of interest, to gain confidence in their own abilities as readers and a chance to share or discuss ideas to bring their ideas forward from their/our reading.

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We will draw on pupils' assets to promote access to texts and to help them feel proud of their achievements in reading.

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Read Alouds!
Having goals for each child and referring back
Making sure all pupils enjoy a genre type

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The opportunity to explore, read and enjoy a variety of texts which can then be shared with the class community.

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1. Read Aloud EVERYDAY
2. Flexible groupings that are focused on common instructional levels or skills that need to be worked on
3. Time for library and encouraging them to have the drive and curiosity to choose books independently
4. Continue to build up their love of reading
5. Knowing that we read for different purposes
6. Setting goals that they want to work on

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enough opportunities to explore various texts to develop their love of reading. I will help set goals to help individuals to develop reading skills.

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I promise to continue to build our reading class libraries- books for leaders, innovators ..... of the future

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I promise to help everyone find out what types of books they like to read.

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I promise to help the readers expand their strategies in reading fiction and non-fiction works.

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Gots- Alot of parallels to writer's workshop. Nice to hear that so it flows on and creates the consistently without relearning routines for pupils and the importance of classroom/year level library is great.
Wants- I think many wants are being addressed from the survey and padlet. I'll have a think about it. :)

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Gots: Your physical environment should be accessible, organised and authentic.

Wants: guided reading strategies to be used within a class of a wide range of reading abilities.

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Applying the WS Framework to Distance Learning

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Applying the WS Framework to Distance Learning

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From Jennifer Serravallo's Connecting with Students Online

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Research - Decide - Teach Conference

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EKC

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Level Bands AB - KLM

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Text Complexity K-2 Tool for Supporting Readers.pdf

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TCRWP

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Whole Class Instruction: Analyzing Point of View in Persuasive Texts (5-8)

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TCRWP | MS/HS

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TCRWP

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TCRWP

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Focus on the annotations- what teacher moves are important in this type of conference?

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Prep 6 Conferencing Check-in for Online Learning (Jamboard)

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Prep 6 Conferencing Check-in for Online Learning (Jamboard)

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Testing out a way to use mini-lesson approach and have students share feedback to Google Classroom by setting this as an assignment to all pupils. It could be used in any subject or be reading/writing specific.

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P6 Glows and Grows Conference Check-In - Google Jamboard

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

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We had just started to set up our environment by re-arranging class library and sorting books. However this came to a sudden halt...

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Adaptations to texts to increase online access, using online post it as prompts to help keep students tuned into the focus of the session etc

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I have been heavily focused on helping my students learn how to find the main idea and key details from texts and videos. We have gone multi-platform by using: Jennifer Serravallo's book, the Zoom whiteboard, Nearpod, Seesaw, an anchor chart - we have done independent time, peer sharing, and small group learning.

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No picture - sorry! We have been exploring questioning which involved mini lessons on asking questions. We looked at the different types of questions we can ask and what answers these questions bring. This connected to the individual books pupils are reading.

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We have used a padlet for children to post their understanding of a text - this allows us to identify who needs further support etc

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Started 'First 15 days of Reader's Workshop' lesson plans, some of which involved exploring types of reading genres and then catagorising and sorting books in the classroom library.

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Getting into the habit of conferencing with every pupil for reading and writing over a two week period.

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Using the question cards and having them as a visual too for the kids. Debs

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Got- forever idea and focus on reader and not the text.
Want- In about 30-35 minutes/session, how would you plan a reading lesson to make the most impact and reach the most students.

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Gots: The structure of a compliment conference: research, decide, compliment

Wants: I look forward to seeing a conference in action.

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Gots: The compliment conference structure is good and helpful. It provides readers time to make a stop, think over and share.

Wants: have some case demonstrations at the beginning

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Post an action artifact below... This could be a video of a conference, tools used to plan and organize for conferring, examples of text complexity tools being used to inform feedback and coaching... screenshot, share a document, etc.

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Note your observations and ideas while watching the strategy group session...

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Watch the strategy group session in breakout rooms. Pause when needed to discuss and note observations and findings.

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P5-P6 Malvern Reading Session #3 (Feb 2022) (1)

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Started 'First 20 days of Reader's Workshop' lesson plans, some of which involved exploring types of reading genres and then catagorising and sorting books in the classroom library.

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We have moved on from the Main Idea & Key Details and into Observations vs. Predictions. We have again been using Nearpod and I also found this gem on the New York Times - they do a picture every Monday to have students practice inferring. I am able to give instant feedback based off of their individual work they do on Nearpod. I hope next to break off into small groups and cater more to who knows what after a couple of lessons.

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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I used the complexity cards to focus on the reading skill of word solving/vocabulary. The pupils listened to some reading of our class novel, The Explorer. Pupils wrote down key words while listening to the text and then had discussions around the way these words were used. Ran out of time so had to do a whole class conference instead.

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We have started using individual breakout rooms to allow for 1-1 conferencing when reading texts, books etc

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Prep 6: Pupils went out investigating for a new class book. We looked at the selections the pupils found and explored the blurbs. Afterwards we held a class vote. This really got the the pupils excited. I then got the book online. Afterwards, we made predictions about the book and had a quick scan to see what new vocabulary we may come across. It was lots of fun!

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- discussion of key terms, lots of questioning around comprehension of case studies connected to UOI.
- In Prep 6, some levelled reading case studies shared among the team. Some teachers re-wrote case studies to make them easier, which was super helpful.

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Today we used EPIC and each student created their own library of unit books. They worked together and we co-created a 3 point checklist as to when we know we should add a book to our personal libraries.

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Prep 6 pupils (Chinese Pathway 3) are in the Observation unit now. I was reading a text describing continuous & detailed observation at the beginning of the lesson (then shared covered pages on Google Classroom). After the reading, pupils will share strategies they noticed (also I quick demo) from the author.

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I would love to see how other colleagues are leading Reader's Workshop online. I want to see what the other students are doing during this time and how it is all organized.

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Discuss which one you might try..

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Personalize it for your Students!

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This is our co-constructed planner which we will use as a lesson study. We will be observing each others lessons and then making improvements to the lesson plan before it is taught again to a different class.

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This was a co-constructed planner for a Prep 6 lesson aiming to cater for LE pupils' needs.

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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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Feedback Sessions Protocol - Malvern P5-P6

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Prep 6 goal for this year - effective use of Conferencing in different subject areas 

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Prep 6 goal for this year - effective use of Conferencing in different subject areas 

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Online options with Jamboard and having this conferencing template is very helpful to get more from the conferencing process in writing and can be applied to other subjects as well.

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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.