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This Padlet is to serve as our community notesheet.  We want to document what we hear today:  information, ideas,  questions, comments, concerns, and suggestions.

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This Padlet is to serve as our community notesheet.  We want to document what we hear today:  information, ideas,  questions, comments, concerns, and suggestions.

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Please record your notes under the appropriate column.

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If you wish to use this, simply download then upload when you've taken your notes.

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If you wish to use this, simply download then upload when you've taken your notes.

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Love the idea of using art infused in the ELA CLASSROOM!

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Task writing vs writing to discover!

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The fabric of ELA should be the woven tapestry of reading and writing!

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Volume!!!

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Is disengagement the result of our curriculum

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Time is the currency of education.

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Book Clubs vs core texts

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Digital storytelling!!

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Love the “shoulder to shoulder” Idea. Conferencing IS POWERFUL!

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Found poetry

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Found poetry - SPINE POETRY! So fun!!!!💛

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The collection of beautiful words on two page spread + art! WOW!😀

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Help kids move towards allegiance to author and genre

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Help kids move towards allegiance to author and genre

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Help kids move from victims to agents of reading!

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Low pressure/ungraded writing = Laps!

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Love 34 word story!

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Ok! I am going to use FLIP GRID!

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Schools MUST be places where HARD conversations are done civilly!

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Teach kids to decide what kids want feedback for??

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Love the FLASHrevision technique!

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I loved the idea of 'every story begins' as a way to look at an issue and incorporated it into today's lesson on suffrage.

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I loved the idea of 'every story begins' as a way to look at an issue and incorporated it into today's lesson on suffrage.

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-Jayme

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The idea of students reading different books that all addressed a central theme, leading to richer, more diverse discussions, in which everyone participates.

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The idea of students reading different books that all addressed a central theme, leading to richer, more diverse discussions, in which everyone participates.

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Jayme

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How does this connect to our system's push of Learning Focused? My first reaction was that a Gallagher/Kittle lesson is actually 4 lessons (ind reading, ind writing, instruction, etc) that may not have 1 or 2 standards addressed and/or 1 LEQ. To an admin, that lesson would look disjointed. 

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How does this connect to our system's push of Learning Focused? My first reaction was that a Gallagher/Kittle lesson is actually 4 lessons (ind reading, ind writing, instruction, etc) that may not have 1 or 2 standards addressed and/or 1 LEQ. To an admin, that lesson would look disjointed. 

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How do we enter the convo with teachers who feel the need to read and grade (and comment/correct) every single thing the student produces? 

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How do we enter the convo with teachers who feel the need to read and grade (and comment/correct) every single thing the student produces? 

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The POWER of a reading conference. We've done writing conferences, but not reading ones.

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The POWER of a reading conference. We've done writing conferences, but not reading ones.

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How do we convey the weight and positive effect of conferring (aka it is worth the time)? Also, when is the best place to have teachers practice? I believe that part of what holds a teacher back is the fear of not knowing what to say or how to manage a class while conferring.

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How do we convey the weight and positive effect of conferring (aka it is worth the time)? Also, when is the best place to have teachers practice? I believe that part of what holds a teacher back is the fear of not knowing what to say or how to manage a class while conferring.

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The balance of using a professional text, a playful "non-school" text (like ads), and the teacher text. Also, how Gallagher writes with them SOMETIMES and gives them his pre-written model SOMETIMES. It is ok to do both, but not one always.

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The balance of using a professional text, a playful "non-school" text (like ads), and the teacher text. Also, how Gallagher writes with them SOMETIMES and gives them his pre-written model SOMETIMES. It is ok to do both, but not one always.

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I'

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What can we do to raise achievement (as evidenced by assessments I suppose) vs. what we can do to stimulate, challenge, and engage our students? This is a challenging question and I will be working to give my students more voice, choices, and engaging opportunities.

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I'm going to work on creating more opportunities for ungraded, unjudged writing.

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Gallagher: "It is my best, in-time teaching 1-1."How much are we willing to do to help kids do better?"

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How much flexibility do we have to vary our texts/find our own pieces?

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I have had great success with using mentor texts as a Monday warm-up. It has really stretched my students to try new techniques in a "safe" way. This can easily be expanded into longer mentor texts in book clubs.

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I know I need to demand less time wasting when it comes to the use of technology, getting documents open, charging laptops, not looking at the board to see where we are in Schoology, is all intentional. They must be proficient with the technology rather than relying on a buddy to do it for them. Am I the only one frustrated by this? I am really liking the idea of composition books as writing journals.

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Allowing them the opportunity to read what they can get excited about creates the opportunity for us to have passionate conversations with them about literature they are more likely to remember and be impacted by in the future.

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I think it is so important that we figure out a way to get more texts into the hands of our students, not just the core texts. I know that I want to try some of the things they both do. I have already started looking at building a better classroom library

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I think it is so important that we figure out a way to get more texts into the hands of our students, not just the core texts. I know that I want to try some of the things they both do. I have already started looking at building a better classroom library

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Carolyn

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I also really liked the idea of the students have choice of books that are linked central theme. It was so powerful how they theme of social justice.

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I also really liked the idea of the students have choice of books that are linked central theme. It was so powerful how they theme of social justice.

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Car

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Have the students direct the feedback! I think this is so important and adds ownership

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Have the students direct the feedback! I think this is so important and adds ownership

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Carolyn

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I love that he encouraged daily reading in class with student choice.  There is power in that.  Also in daily, low stress student writing.  We have learned (in Learning Focused) about an assignment gap.  Part of me thinks (well, I know) this is because our students are not reading on grade level.  This daily practice would help all students to be more successful with assignments (and assessment).  

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I love that he encouraged daily reading in class with student choice.  There is power in that.  Also in daily, low stress student writing.  We have learned (in Learning Focused) about an assignment gap.  Part of me thinks (well, I know) this is because our students are not reading on grade level.  This daily practice would help all students to be more successful with assignments (and assessment).  

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I realized that I don't "sell books" nearly enough.  I need to up my game in reading books that our students read, as well as have peers share "Book Talks" about their favorites.  

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I realized that I don't "sell books" nearly enough.  I need to up my game in reading books that our students read, as well as have peers share "Book Talks" about their favorites.  