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Word Investigations: A Scope of Orthographic Concepts

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Word Investigations: A Scope of Orthographic Concepts

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EKC

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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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EKC

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EKC

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EKC

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EKC

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EKC

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from Vocabularians (2015)

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tonya@erinkentconsulting.com

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Tweets by Mrs_Gilchrist

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From Readers'/Writers' Workshop to Reggio to UDL to IB, Tonya works with schools to tailor professional learning just for their specific contexts and their unique needs.

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Chris Gadbury

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EKC

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Jennifer Serravallo

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Jennifer Serravallo

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Jennifer Serravallo

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EKC

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TKS G3-G5 Inquiry-based Lesson Planning Sheet

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Personalization of learning - meeting student needs.
Scaffolds and supports to verbalize and share thinking with others.
Share purpose and audience.
Value their thinking/sharing/ideas.
Moving all learners to next step.
Maximise quality learning

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- To feel 'seen'; really getting to know them deeply as people and celebrate them for who they are
- Read and write without fear; to enjoy the process and not be afraid to make mistakes or worry they are not good enough
- Improve their skills as readers and writers through choice and agency

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Students will be empowered to learn through the language
Meeting students where they are as a reader, writer, thinker.
To be supportive to each child.
That each student will receive support from me.
I am there for each of you.
To allow students to acknowledge the beauty of language.
Instill a love reading, writing through modeled examples.
Honor think time for each student.

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- Love of reading/writing
- Desire to build and nourish readers and writers
- Opportunities to see and have access to resources
- Opportunities to read and write (time and space)
-  To share with an audience
- Finding the chances to grow and improve
- Understand where they are, where they need to go and how to get there.

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Instill joy in reading and writing.
Provide choice to help students with engagement.
Chances to have variety in the ways they read - balanced.
Giving an active role to students, ways to contribute.
Give a variety of feedback; make sure we highlight a positive and then give a next steps, thank them for their time and for sure.
Meet each reader/writer where they are and determine purposeful next steps.
Ongoing assessments.

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-Time to read and share their joy of reading with peers.
-A chance to develop a joy of reading
-Opportunities for agency/choice in reading and writing
-Timely, effective feedback
-Knowledge of next steps

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Time, attention, compassion, understanding
Extoll a love of reading
Explain worth and purpose of what they are doing
Differentiating to their needs.

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Let them know we care, respect time for the kids to read, write, think, respecting the thought process behind the work of kids, dig deeper into their thinking, TIME to read and write, bring joy through modeling, bring joy through sharing experiences, honor time for all learners, give timely feedback that is constructive, feedforward too, be explicit with instruction,

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Engaging in appropriate forms of communication using the right method
Teachers attention and atunement
Time
To be successful - differentiated activities
Enjoyment, learning to love reading

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Where is the role of the standards and the explicit teaching of them should these not inform the mini lesson focus so as there is a link between teaching, learning, planning, assessment and reporting

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I wonder how you are recording or noting your observations and notes during mini-lessons/conferring? How do you keep track of it all so that you don't lose future teaching points BUT stay present and focused in the moment and aren't distracted jotting things down

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How far ahead is it feasible to plan, considering that teachers have to look at what is needed for their own class? Do you have a bank of lessons about a topic and use them as the need arises?

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I wonder how you plan in this way (inquiry/attributes/agency/atls) with outcomes in mind as well? 

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I wonder how you plan in this way (inquiry/attributes/agency/atls) with outcomes in mind as well? 

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I wonder how you go about finding / choosing resources when having outcomes in mind. Unit planning can be a very long process.

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what does an ideal balanced literacy day/week look like? 

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what does an ideal balanced literacy day/week look like? 

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GOTS: I like how you demonstrated a number of outcomes (LPs, ATLs) at once and really led students to transfer from the text you used to their own lives and to the books they were reading.

WANTS: I would like to see a few finished mini lesson plans that are paired  with student work samples.

Cheers!

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Got - great to see an example of the mini lesson and note down specific language that Tonya used - so intentional

Wants - thinking about how to plan for conferring and small groups.

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Gots: Mini lesson structure and using it to plan

Wants: Mapping a standard across a unit to break it down and pull out appropriate mini lessons and possible assessments WHILE linking purposefully with the elements of the PYP
- Developing a bank of titles of really engaging high quality read alouds and mentor texts to use in G3-5 classes (sometimes it feels like we use the same ones over and over and I wonder if we could do better)

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Gots - The mini lesson is NOT the main lesson. Keep it 10 minutes so that you can get to the main lesson which be found in conferring or small groups.

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Gots: Structuring teaching point

Wants: More examples of using the Learner Profile attributes

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Got: "just in time" vs. "just in case" so important to keep in mind when leading mini lessons.

Want: more experience digging into & using AERO when planning.

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Gots: new ideas to try and language (ways to frame things)- especially around sharing back and managing time.
Wants- clarity around guided practice and guided inquiry (from the planner and differentiating between the two). More time planning with breakout group.

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Got... The structure of the mini lesson- the sentence starters are helpful 

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Got... The structure of the mini lesson- the sentence starters are helpful 

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Want- more time it the breakout groups, I feel like we were just getting started and couldn't record our thoughts clearly

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Gots: Using the pyp to support the lesson planning
Wants: how to refine this process

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Gots: clear understanding of the elements of a mini-lesson

Wants: how to plan with outcomes in mind? How to assess? How should a workshop model literacy block be structured? are mini-lessons daily?

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A shared language across the school to plan/talk about instruction

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Got: I really liked your open question that served as the guide to the mini lesson
Want: More guidance on how to frame such in-depth questions

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GOT - an idea of how a mini lesson could look

WANT - how workshop would fit into our schedule - is it replacing guided reading or being taught alongside it? How much daily time do we have for workshop?
- How can we break a standard up to teach across a few mini lessons?

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Got: A good overview of the mini lesson structure
Want: Should AERO standards guide the progression of mini lessons, or the needs of our students.  How do we make the mini lessons consistent across the grade level?

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Gots - love the shared understanding of working from a common text to model lessons

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Gots - love the shared understanding of working from a common text to model lessons

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Wants- lesson examples!

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I loved the way you connected the ATL and LP in your mini lesson. I think its important to keep revisiting these connections.

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A good reminder of the finer points of planning a workshop lesson.
WANT
Help on how to plan for a whole team and still have it be useful for everyone.

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How to judge what 60% of my class needs at this time of the year. Maybe we have some lessons that are great for the opening of the year. Visualization?

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The mini lesson- the sentence starters are helpful and active engagement time needed.

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finer points of workshop model
WANT:
more planning help , lesson templates

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+ layout of a mini lesson
Want
- walk us through the frequency of how you would schedule workshops, individual and group conferencing using one of our weekly schedules (we have less contact time with students than in the US and in the past we have focused all our reading time on guided reading - I'm wondering how you might suggest we fit it all in - it would be very helpful to have your perspective shared using one of our schedules.

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EKC

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EKC

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SWI of "resistance" by Grade 5 Student, Samantha

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Jennifer Serravallo

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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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Jennifer Serravallo

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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Matt Glover

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

Part One
Ch. 1: Increasing Engagement Through Choice of Genre
Ch 2: Choice of Genre Through Craft and Process Studies
Ch. 3: Teaching in Craft and Process Studies

Part Two: The Units
Ch. 4: Launching Writing Workshop: Fostering Self-Direction
Ch. 5: Reading Like a Writer
Ch. 6: Using Strategies to Find Topics
Ch. 7: Finding and Developing Independent Writing Projects
Ch. 8: Launching the Use of a Writer's Notebook
Ch. 9: Independent Genre Study
Ch. 10: Planning
Ch. 11: How to Have Better Peer Conferences
Ch. 12: Revision
Ch. 13: Genre Overview
Ch. 14: Illustration Study
Ch. 15: Using Illustrations and Text to Create Meaning in the Upper Grades
Ch. 16: How to Make Paragraphing Decisions
Ch 17: General Craft Study
Ch. 18: Using Punctuation as a Crafting Tool
Ch. 19: Using Text Structures as Crafting Tools
Ch. 20: Author Study

"How do you ensure that children become engaged enthusiastic writers? Read Matt Glover's book Craft and Process Studies. Delightful to read and highly practical, it shows us how to teach writing so that children become and continue to be engaged while expanding their writing repertoire. It is the antidote to orthodoxy in the writers' workshop. Thoroughly illustrated with concrete examples and videos, it offers multiple versions of units as flexible frameworks inviting us to innovate responsively and purposefully."-Peter Johnston

"After reading Craft and Process Studies, teachers will walk away with a thousand ideas to help them 'genre bust.' That's my term! Matt's argument that students need significant periods of time to write outside of conventional genres is strong, rational, and compelling."-Ellin Oliver Keene

"In Craft and Process Studies, master teacher Matt Glover recovers a key, maybe the key, principle of writing instruction-choice. Too often, students are marched through genre units, often presented as distinct types, with little opportunity to write about what matters most to them. Genre becomes not a resource, but a constraint. A means becomes an end. Matt retains the idea of a units of study, focusing on processes and issues of craft that can apply to whatever genre the student might choose. In the best tradition of mentor texts, these units build insights inductively, by a careful study of what authors actually do. What's more-we get to see Matt in action, conducting conferences and mini lessons in over forty video clips."-Thomas Newkirk

"Matt has long been a passionate advocate for student choice, and in this book he shows teachers how to put choice at the center of all their planning and decision making. What a gift to be able to learn from Matt's years of experience doing this work in so many different classrooms. There's no question you will think so much more expansively about the teaching of writing after reading this book. If you've ever felt like your students were boxed-in by the narrow confines of genre study after genre study, you'll find so many possibilities for breaking out of that box and supporting student writers with smart, bold studies that lift the level of their work in genres they have chosen for themselves."-Katie Wood Ray

"Matt Glover's Craft and Process Studies is my new favorite book on the teaching of writing! Not only does Matt make a compelling-and essential-argument for including units of study in our writing curriculums that give students the opportunity to choose the genres in which they write, but he also shows us how to do this by detailing seventeen beautifully realized units of study on process and craft." -Carl Anderson

"Writing is a content area, and Matt's generous, joyous, crystal-clear, and thoughtful compendium of all things worth teaching about craft and process in addition to genres, will help teachers build a compelling and robust year of learning for young writers. Stunningly, if students could be in classrooms that follow his map for how such units could go, I believe that genre knowledge would take care of itself! After you read and underline every other sentence, as I did, you will want to meet with your colleagues immediately to begin planning your next writing study."-Katherine Bomer

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. Part One Ch. 1: Increasing Engagement Through Choice of Genre Ch 2: Choice of Genre Through Craft and Process Studies Ch. 3: Teaching in Craft and Process Studies Part Two: The Units Ch.

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Jan Burkins & Kim Yaris

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

Educators everywhere are concerned about students whose reading development inexplicably plateaus, as well as those who face challenging texts without applying the strategies they've been taught. When such problems arise, our instinct is to do more. But when we summarize text before reading or guide students when they encounter difficult words, are we leading them to depend on our support? If we want students to use strategies independently, Jan and Kim believe that we must question the ways our scaffolding is getting in the way.

Next generation reading instruction is responsive to students' needs, and it develops readers who can integrate reading strategies without prompting from instructors. In Who's Doing The Work?, Jan and Kim examine how instructional mainstays such as read-aloud, shared reading, guided reading, and independent reading look in classrooms where students do more of the work. Classroom snapshots at the end of each chapter help translate the ideas in the book into practice.

Who's Doing the Work? offers a vision for adjusting reading instruction to better align with the goal of creating independent, proficient, and joyful readers.

Learn more about Who's Doing the Work? Lesson Sets.

Learn more about Who's Doing the Work? Independent Library Collections.
eBook Available Through Major Retailers
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, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

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

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

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Lester Laminack & 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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EKC

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EKC

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Tracking 1:1 Conferences & Small Groups When Time is Tight

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Tracking 1:1 Conferences & Small Groups When Time is Tight

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EKC

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Carl Anderson

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Jennifer Serravallo

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Stacey Shubitz

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Tammy Burke

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Managing Conference Notes (So That You Can Actually Use Them)

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Grade Level:

Teaching Point (Think: What+How+Why)

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How can we support NELL students . The level of comprehension in their home language might be much stronger than their level in English. How can we keep them engaged?

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How can we support NELL students . The level of comprehension in their home language might be much stronger than their level in English. How can we keep them engaged?

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What: Paragraphing  (Topic sentence with supporting details)
How: Do the supporting sentences fit with the topic sentence?
Why: This is important because it helps organize the writing

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letter writing
topic sentences- when and why do we use them?

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-descriptions of characters in writing
- connecting to narrative read aloud
-character development

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Teaching point: Writing Strong Leads
What: Strong leads
How:  Using sound, question or dialogue to begin
Why: to hook a reader

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Teaching Point/What: Developing and organizing narratives (We notice that students have fairly strong starts to their stories but lose their ideas by the middle and need more support to sequence and organize their writing)
How: Read some mentor texts and use graphic organizers to map out the sequence of those stories. We can then use those same organizers to plan our own writing.
Why: Learner Profile of Communicator - As effective communicators we organize our stories with clear beginnings, middles and ends.

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I liked the reminder about using authentic pieces of writing to figure out strategy groups. Using the grid to predict teaching points is helpful.

Want: More clarity on how to prioritize balanced literacy components during distance learning.

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Got: Adapting my approach to guided reading and balancing
Want: put this into practice

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I am unclear on the What, the how and the why. Can you please break that down for us so we can get this right? Is the how HOW we will teach the what?

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Got: The idea of strategy groups
Want: To revisit this once back in the classroom.

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Got a good understanding of the differences between guided reading and strategy lessons.  I also enjoyed looking at different strategies and tools for conferencing with students and recording next steps.

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good understanding of how to establish groups

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Got - challenging my thinking to consider having the teaching point be at the end of the guided reading session based on what was observed with readers - totally makes sense and aligns so well with making sure the kids do the thinking

Want - some ideas to have a readers/writers workshop at the same time given that we have such limited time at the moment.

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The idea and importance of strategy group. BUT how often do these occur - I am assuming not every day like GR

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Teaching Point/What:
-Developing a strong beginning to their narrative writing. Thinking of the different ways we can start a story.
- Experimenting more with vocabulary.

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Got:  Rethink guided reading so that we are empowering students to be more agentic as readers

Wants: Unit planning to understand the arch of standards and mini lessons across a longer chunk of time.

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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IB PYP