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- Letter Lessons and First Words by Heidi Anne Mesmer

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Email: pypcoordinator@asbindia.org
Twitter: @literacylala
FB group:
Reading and Writing Workshop in International Schools

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IBPYP Early Years Approaches to Learning (Student)

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IBPYP Early Years Approaches to Learning (Student)

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Students engaging in Story Workshop - Video

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Students engaging in Story Workshop - Video

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Stages of Emergent Writing - National Association for the Education of Young Children (NAEYC)

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Stages of Emergent Writing - National Association for the Education of Young Children (NAEYC)

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Loose Parts Inspiration - from Loose Parts: Inspiring Play in Young Children by Lisa Daly & Miriam Beloglovsky

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Loose Parts Inspiration - from Loose Parts: Inspiring Play in Young Children by Lisa Daly & Miriam Beloglovsky

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Sulzby Classification - Emergent Readers

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Sulzby Classification - Emergent Readers

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Sulzby - Stages of Emergent Storybook Reading

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Sulzby - Stages of Emergent Storybook Reading

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Email:
natashyahays@gmail.com
FB Group:
Reading and Writing Workshop in International Schools

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Belief Statements - Let's Play! Cohort A

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I hope to  plan for a play-based learning with the new norms in place.

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My dream is to keep readers and writer's workshop fun, engaging and age appropriate

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To play and really observe, motivate, learn and engage

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To learn more played based methods for writing

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To learn more played based methods for writing

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I hope that during this time, I can meld my deep beliefs about play and voice, choice, and ownership in a literacy rich classroom environment.

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I hope to gain some meaningful ways and activities to incorporate play into RW/WW. Our kinder is in limbo between ECE and Grades 1-5, with it often getting pulled more towards G1-5. I hope to really find ways to highlight the approximation of reading/writing that already occurs in play (grocery lists, newspaper reading, etc.)

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I hope that we can use this course as a trampoline to encourage
our young readers and writers!

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Janet - How to bring Literacy experiences to the children instead of bringing the children to Literacy experiences.(through play)

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Janet - How to bring Literacy experiences to the children instead of bringing the children to Literacy experiences.(through play)

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I hope to learn more about making reader's and writer's workshop a fun and engaging experience for Kg1 age group through hands-on activity and play

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Hope/dream: to support KG1 St's & teachers in the process of infusing play w/foundational literacy skills.

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Tami--I am hoping to find ways to integrate this into the mixed age PS/PK classroom. 

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Tami--I am hoping to find ways to integrate this into the mixed age PS/PK classroom. 

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I hope as my school is moving to a workshop model to learn what this looks like in the early years as I am not familiar with it.

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To be able to articulate the believes I have about Early Years and express it in the classroom and to others.

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Practical ways to implement play with RW and WW and ensure our community appreciates the approach and
outcomes

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Collaboratively explore how a workshop approach can look in the early years in a play-based setting.

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I hope to gain ideas on how to incorporate agency, movement and play into our current RWW model.

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To learn more about how to make reading and writing more fun and engaging for children!

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Using play agency and movement through readers and writers workshop.

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To bring an understanding to share with teachers and parents about how reading and writing to be playful

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Hearing about others practices was really great! Play is powerful and workshop can be inquiry based. Looking forward to learning more about how to do this!

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Hearing about others practices was really great! Play is powerful and workshop can be inquiry based. Looking forward to learning more about how to do this!

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Gots: The importance of play and the fact that it can be sustained throughout the day across subject areas

Wants: Strategies for engaging the child who is apprehensive to participate in play

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Got: Intersection between play as a process and the learning process

Want: Structuring an unstructured play time purposefully

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Gots: a clear reminder of the importance of play- JOY!!! The history of play :-)
Wants: feedback/conferring with play... similar intersection to reading/writing?

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Gots: Best learning comes through play and play promotes agency. It's important to catch that joyful moment and to experience joy yourself.

Wants: How does readers/writer's workshop look like in a kindergarten room that's limited with space. How can I incorporate inquiry and drive the children to wonder themselves?

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Got: History of Play and how different frameworks fit into each other.
Want: Look at what literacy workshop looks like for 3-4 year-olds? (Mostly familiar with 5-6)

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Got- stages of play and my role in that
Want- making play intentional/ purposeful and incorporating literacy (rdg, wri, language seamlessly.

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Got: sharing with other EY friends
Want: How to incorporate workshop into daily schedule

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Got-a deeper understanding of play and the stages of play.

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Got-a deeper understanding of play and the stages of play.

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Wants-How to incorporate the workshop into the play. The framework of the workshop.
(Tami)

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Got: Liked viewing speaking and listening skills as (developing advocacy and empathy)
Want: Liked the parallel of the process of play with the process of reading and writing - so ready to dig more into this more practically

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practical, play based ways to encourage reading and writing in the classroom. -Michelle

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Got- Different stages of play.
Want- What does/might workshop look like in the classroom. Is it all children 'working' at the same time?

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Kanchan: Gots- Meaningful Play can be incorporated across all curriculums , play ia a powerful tool 

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Kanchan: Gots- Meaningful Play can be incorporated across all curriculums , play ia a powerful tool 

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Wants: How do I start and where do I start?

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Got : Joy is at the heart of education :), stages of play

Want : How to use the interaction between play and literacy ?

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Got - Starting with play as foundation
Want - what can RW/WW look like in EY, while staying true to what we believe about young children and their development

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Gots: affirmation that play is the way!

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reassurance of the importance of play! Thanks -Michelle

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Gots:  play is learning
Wants: how can we respect the different stages of play in a workshop model in the early years (4-5 year olds for example)

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Got: Really enjoyed the intersection of play and literacy.
Wants: How to incorporate movement and play into a reader's and writer's workshop framework.

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To know how to teach through RW and WW in Prek and how to observe and plan a lesson out of what interest them

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Hopes: That more and more teachers and parents realise that play is how children learn.

Dreams: That more children (in my country) get access to "true" education

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Got - To look at our environment when we return and reflect - what values does it portray? (Furniture, layout, displays)

Want: Use of time. Schedules. Colleagues really struggle with this.

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Got: The importance of the environment. Play workshop model.

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Got: The importance of the environment. Play workshop model.

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Wants: "I Messages"?

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GOT: The environment plays an important part in agency. Through the environment, the children's true colors come out.

WANT: How can we involve all children's interests and plan learning accordingly? What about time and schedule?

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Got: Environment as the third teacher and how it supports learner agency. In our various roles that we play, how we can design our learning spaces that allow for more student engagement and achievement.

Want: Some more exemplars of writing and reading centers. What all can be incorporated in these centers by still respecting learner agency.

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Got: the importance of reflecting upon what values the environment communicates; the framework of a play workshop!
Want: How play is integrated into RW/WW (coming up!), how to really lean into the flexibility of scheduling for structured/unstructured play
Wondering: I wonder if really leaning into the transdisciplinary nature of PYP can help the flexibility of scheduling, and like Natashya was saying, flipping the interactions upside down and pulling out the "reading, writing, math, etc."?
Also, how is the environment affected with new health and safety measures due to COVID-19? Physical distancing? We've seen an increase of traditional student desks being brought back into the classroom. Mostly older grades, however.

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Tami                                         Got a very thorough explanation of agency with the student and the teacher.  

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Tami                                         Got a very thorough explanation of agency with the student and the teacher.  

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Wants: Introducing writer's workshop into the classroom.

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Gots: The interplay between the environment and the teacher role and how agency fits into it.

I loved how we focused on the most important thing - JOY!

Wants: What might this look like in schools that have limited access to resources?

How this works in environments with a very high percentage of children with special needs.

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Gots: A lot of ideas about how to set up the classroom...especially liked the idea of hving a part of the room designated to ongoing projects!

Wants: More practical information about how to set up class schedules to maximum free play. ex. Is it better to have free play to after a mini lesson?

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Gots: Passion and Interests translate to agentic learning and therefore build self-efficacy
Wants:- How to incorporate PYP ATL into play
How to influence flow of events so as to make the children authors of their own learning?

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Got: How to create an environment that encourages agency by giving choice on many different levels

Want: How can I respond to student plans and curate the resources to make the plan a reality with 25 students who all have different interests and ideas and needs and wants.

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Got: The importance of the environment and how our values and beliefs are displayed by how we arrange it.
Wants: Eager to see how play can become a part of writer's workshop and how it might look in the schedule- daily or weekly?

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Gots:I really appreciated the visuals provided when learning about the environment. It was further enhanced by the opportunity to discuss with a small group since there were things I had not noticed that will enhance the learning for my students. I can't wait to bring some of those ideas into my school.
Wants: Ideas of how others schedule their day (unstructured play, balanced literary...).

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Got: Our purpose is multilayered, but we are not the "star" of the show. Behind the scenes is how we influence students based on need and opportunity.

Want: Creating an action plan for when we return to plan for how to incorporate play and Literacy more authentically and purposefully

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More ideas on how to change the structure of the day to best facilitate the children

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Got: How important the environment is and how it lends to learner agency.
Want- excited to see how play can be infused into writing workshop

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Got: Using the lens of environment and purposeful planning to look at our classrooms and how that may influence st. learning and teaching.

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Gots: Reflecting on what is successful and what is challenging in terms of my role as a facilitator and how I might improve. Discussions with other teachers around scheduling and looking at different possibilities.

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Want; how to engage young children in meaningful play ,virtually?

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Betty
Got
The difference and the roles in Learner, teacher and space. What we looked at when talking about space.
How the daily schedule can help us how the reach our goal in a day.

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To learn how to incorporate math and literacy into exploratory and free choice play in order to have a more fluid timetable rather than blocks of time for each subject matter.

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Got: environment as a third teacher, provocation rich environment gives students the choice to dig into their own learning thereby bringing about agency.

Want : How to take this learning when we return and plan to incorporate play and literacy more authentically and purposefully into our classroom ?

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Got - the importance of environment. and flexibility of our spaces.
Want- understanding of how we use play, standards, and other frameworks to enhance student learning.  How is this data collected?

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Got: play workshop; thinking through lens of play, movement, literacy, agency
Want: what WW/RW looks like with our youngest learners.

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Got: planning play with a clear purpose in mind
Want: copies of all the quotes that I found myself nodding vigorously in agreement to.

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Want: Examples of a schedule with how much time of play needed.
I need those slides please Natash and Faiza. Powerful.

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Components of Balanced Literacy with Links EKC

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St Joseph's Institution International Elementary School
Elementary Vice Principal - Curriculum K-6
deidre.hazlewood@sji-international.com.sg

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Gots: Writers can write using different mediums and can be inspired by friends or teachers.

Wants: How can we record student's writings with limited technology devices?

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Gots: Using a variety of manipulatives and materials for students to "rehearse" their stories or look for ideas to write about.

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Got: Looking at writing as a story is a powerful way students can immediately view themselves as authors.

Want: Labeling the play as a writing opportunity?

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Gots: Story workshop is equal to writer's workshop - yet have few differences. In our roles as teachers, we need to find ways to engage students as writers making use of materials, loose parts, and through play, honoring and celebrating each child.
Wants: a run through of what a tory workshop would like from start to finish for early learners (Age 3-5)

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Got: Keep provocations simple
Wants: To see how you might schedule this across a week.

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Gots: using provocations to encourage story telling and writing.

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Gots: using provocations to encourage story telling and writing.

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Wants: Using this format alongside the Units of Study

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Gots: How to begin to organize the workshop into my classroom.
Wants:
More examples of how the teachers began the journey of workshop.

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Got: the how and why of doing workshops in a play-based setting. It has extended my thinking about how I can be more intentional about planning for an environment where storytelling is always a part of what we do together in the classroom.

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Gots:
Too many to list but I'll give it a stab...
Designing artful provocations
How our children's words matter
How our words matter
Honouring children as authors
"Nudging" children without putting pressure
Also, these resources are gems - thank you from my ♥️

Wants:
Want this workshop not to end :)
Maybe a more detailed description or a teacher's plan for story workshop
Could we discuss how this might work in the current virtual environment?
Also, could you share the "Instead of/We Could Try..." slides with us please?

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Got: A good understanding of how to start the process of story workshop in my early childhood classroom.

Want: More practical tips for organizing this workshop for a large class of 4-5 years olds

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Children can use mediums to create their story before capturing it.