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Got - great to see other teaching and learning in process! Good to reflect on what I could be implementing.

Want - how to assess more readers at once to better understand their needs for future reading lessons.

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The book introduction dos and don'ts are useful. I have a more specific idea about what to share before guiding the pupils in reading. Besides, the discuss in how to conduct guided reading in online setting inspired me a lot.

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The importance to still observe and share teaching even though we are online.

Difference between guided reading and reading strategies. I always get these muddled up and which book to use in which sessions.

Wants - even more practical ideas of what to do during readers workshop.

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https://ekc.padlet.org/colleenackford1/MalvernP1P2Writing

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Copy of P1&P2: Inquiry-based Minilesson Planning Sheet

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Flow of Teaching Points - Example Malvern 

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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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Components of Balanced Literacy with Video Links EKC

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Guided Reading Plan Example

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Post an action artifact below (e.g. a minilesson, 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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not writing - but as a result of earlier workshop Prep 2 have been working on rearranging the shared books into interest tubs, getting the children to help organise the tubs, and asking them to create labels for the boxes.

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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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https://www.stenhouse.com/content/shifting-balance

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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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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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It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words.
-Kathy Collins and Matt Glover

What do we see when young children interact with books before they can read the words?

Kathy Collins and Matt Glover see real reading, characterized by purposeful meaning-making and opportunities for reading growth and language development.

"One of our biggest hopes," write Kathy and Matt, "is to help you see and value all of the powerful work young children do as readers." With I Am Reading you'll see that fostering what little ones do before they can read the words is important early instruction.

Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. They share:

observation guides for children reading any kind of book

specific descriptions of language and independence development

sample reading conferences and whole-class minilessons

suggestions for creating reading opportunities in preschool and reading workshops in K-1

action plans to get you going

25 online video clips of children making meaning and teachers supporting them.

I Am Reading pairs two important voices in early literacy to remind us that we're teaching children, not reading levels. "In the rush toward ever higher reading levels in the early years," write Kathy and Matt, "we may fail to value the strategy use and high-level thinking children do before they are reading conventionally." Join Kathy and Matt and look anew at your young readers so you can provide the kind of support that gets them off to a great start.

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It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words.

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Every child will have their turn to rad aloud and conference with the teachers.

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Promise to encourage them to enjoy and have a love for reading! Second - promise to help them make progress!

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To guide and help them to improve but more importantly to love and enjoy reading.

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Provide learning across a variety of texts to encourage pupils to discover different types of books and develop new interests and passions.

Help pupils understand the importance and different use of books.

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We will always be there to support you and guide you.
We believe in you and your abilities.
We will help you to enjoy reading and build a life-long love of it.

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We promise to develop a toolkit/strategies for all of ours readers to improve their reading.

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We promise that we will listen to them read and discuss their thinking and reflection of stories

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I promise to share the joy of reading with pupils. Show them how to use different tones, pace to read to have fun in reading.

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To read a lot of books to them. Promise to remind them often how fun reading can be.

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To celebrate the strengths and share the joy of writing

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We will help you to enjoy reading, read aloud together and act out the story!

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You will get a chance to read the book you want to read.
There are a variety of books available to you.
We will enjoy the reading process together, by reading to you and reading with you.
We create an environment for reading.

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Loved the teaching point about "reflection" and made me think about how I could incorporate other learner profiles into minilessons for reading.

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Got:
Promises - we can make these promises to our class, and ask the children to make promises - kind of like an essential agreement
Different ways to read - Read to yourself, read with the teacher, read with a partner
Brief and clear minilessons

Want:

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Gots - 1-The brevity of the mini-lesson shone through and it was good to recognise that we will not hit all our readers all the time.
2- Faye and Shannon gave us a great idea how to separate our Book Shopping time with independent reading.
3- It was also great to recognise the ongoing challenge of time and to realise that conferring might well have to spread over weeks rather than days.

Wants - How to personalise conferences while doing guided reading and small group reading

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Gots: Seeing a modeled mini-lesson was helpful, as well as a reminder of the structure and different pieces of readers' workshop, reminded of the similarities between writers' and readers' workshops

Wants: logistics of conferencing / guided reading, balancing of the two

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Got - the need for accessibility and visibility around class library resources to create an encouraging reading environment.

Want - effective ways to foster agency with reader

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Got: Making reading accessible for all students.
Want: Conferencing strategies and ways to track so no students goes without that essential part of reader's workshop.

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Got: Mini lessons being short and being aimed at 2/3's.

Want: Ways to improve/tools to help with inferencing skills

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Got: To facilitate kids' reading it's important to create a reader friendly environment and encourage agency.

Want: Any tips or special considerations for online learning? What is the best way to teach reading online?

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Guided Reading Planner
Guided Reading Example Plan

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1C -Lessons on story structure. We read a book "Daisy takes a swim" and found Beginning (setting, characters), Middle (problem, solution), Ending (feelings). 

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1C - Story mountain: beginning, middle, end

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1C - Story mountain: beginning, middle, end

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Research - Decide - Teach Conference

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Please bring an action artifact to our next session that you'd like some feedback on (recording of a reading conference, recording of a strategy group, or a lesson plan for a strategy group). We're going to create time and space for small group feedback sessions! You are invited to post that artifact here on our Padlet as well if you'd like.

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Please bring an action artifact to our next session that you'd like some feedback on (recording of a reading conference, recording of a strategy group, or a lesson plan for a strategy group). We're going to create time and space for small group feedback sessions! You are invited to post that artifact here on our Padlet as well if you'd like.

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From Jennifer Serravallo's Connecting with Students Online

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Accuracy Strategy from The Reading Strategies Book

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Accuracy Strategy from The Reading Strategies Book

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Comprehension Strategy from The Reading Strategies Book - monitoring for meaning

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Comprehension Strategy from The Reading Strategies Book - monitoring for meaning

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1E chose over 100 books and then sorted them into different categories for our in class library. This gave the pupils a lot of agency and choice in what they can read in class.

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We did this for the classroom at the beginning of the year and revisited it for home learning

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Gots- Loving the text complexity cards and see many uses to aid in helping develop the childrens reading skills.

Wants - not quite sure at this time.

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Got: Ideas about strategy groups, the number of pupils within a group and making that effective, showing a strategy shared screen then letting the children practice them on their own texts, ideas for breakout rooms (sizes, letting the children join the rooms), flyleaf publishing decodable books online

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Thanks for the complexity cards and the strategy group planner. I can see great use for them that will make it easier to meet students needs.

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Gots - some great concrete ideas for conferencing and small groups, super useful text complexity card

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Jennifer Serravallo has overhauled Chapter 3 in her beloved Reading Strategies Book and is making the resulting 30 strategies available at no charge to educators who have the book. In the letter below she tells you all about it.

To access these new strategies, you will need an account on Heinemann.com. Either log into your Heinemann.com account or create an account. Once you log into Heinemann.com, click the link that says, "Register an Online Resource, Video, or eBook." Then enter this code:
RDSTRATBK
You'll be asked to authenticate your registration, so keep a copy of The Reading Strategies Book at hand. "Reading with Accuracy" will remain available online only at this time.

Dear Colleague,

I approach everything I do as an educator with responsiveness: to student and teacher needs, and to research. I read articles and attend conferences constantly to stay up-to-date, I try what I learn from my studies with students in real classrooms, and I offer recommendations to teachers that make applying this research doable--even in classrooms with large class sizes and an enormous range of learners, like those in which I taught and continue to work in each year. I trust teachers to be decision-makers and I hope my resources equip you with options you need to meet the varying needs in your classroom.

With more than one thousand peer-reviewed articles published each year in education and related fields, findings are constantly evolving. In our enduring quest to make learning meaningful, relevant, responsive, and powerful to the children in our charge, we have the opportunity--and responsibility--to continue learning and growing, too. This reality means that as an author, with words printed permanently on pages, I sometimes find myself reading some new research, having an aha moment in a classroom with a student, or answering a wise question from a teacher and thinking: he chapter that follows this note is an update of Chapter 3 from I wish I could have written then what I know now. Sometimes the research-based and student-tested updates I want to make can wait until my next publication, blog post, or workshop presentation. But this time, I wanted to give you my latest ideas, right away.
The Reading Strategies Book, published in 2015. Since writing it back in 2014, I've worked with some children that needed strategies beyond what that chapter offered. These children inspired me to engage in a deep study of what neuroscientists, psychologists, speech and language pathologists, and linguists theorize and have been able to prove about the reading brain. Specifically, I've read countless articles (those most helpful to me have been by Nell Duke and Linnea Ehri), listened to many podcasts, attended various workshops and webinars (by Nell Duke, Carol Tomlin, Mark Seidenberg, and David Kilpatrick), and have studied (read, underlined, sticky-noted) a stack of books, most of which were published after Reading Strategies was released:
T

Mark Seidenberg's Language at the Speed of Sight: How We Read, Why So Many Can't, And What Can Be Done About It (2017)

Louisa Moats' Speech to Print: Language Essentials for Teachers, 3rd ed. (2020)

David Kilpatrick's Essentials of Assessing, Preventing, and Overcoming Reading Disabilities (2015)

Maryanne Wolf's Reader Come Home: The Reading Brain in a Digital World (2018)

Daniel T. Willingham's The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017)

Heidi Mesmer's Letter Lessons and First Words: Phonics Foundations That Work (2019)

Isabel and Mark Beck's Making Sense of Phonics: The Hows and Whys (2013)

Wiley Blevins' A Fresh Look at Phonics: Common Causes of Failure and 7 Ingredients for Success (2016)

From this reading, I now more deeply understand the importance of offering students working on word-level reading skills the strategies that will aid them in applying their knowledge of the alphabetic principle and what they've learned from phonological awareness, phonics, and spelling lessons to their reading of connected text. I understand how crucial it is that we support orthographic mapping (when readers make letter-sound-grapheme-phoneme-connections to bond the spelling, pronunciation, and meaning of words in memory) so that decoded words become sight words, allowing for automatic and fluent reading.

And so, of the twenty-three strategies from the original version of this chapter, I've heavily revised about . It remains I'm incredibly grateful to be in a field where researchers and practitioners are constantly studying and working to outgrow our best thinking and new learning, and who share and collaborate. As your colleague, I feel a responsibility to share my learning with you and make my updated thinking easily available, and I invite you to join me in this important study. Above all, I hope this collection of strategies, along with those from the other chapters in Yours in teaching and learning, ten, and added twenty new ones to offer you crucial that word-level strategies like those in this chapter that focus on skills such as decoding, segmenting, and blending are taught alongside strategies for other areas of the Reading Rope: deepening comprehension, understanding the meaning of words and phrases and "language of books" (Wolf 2007), and developing fluency (Rasinski and Smith 2018). Also, we must support students in other crucial areas of reading such as active self-regulation, including motivation and engagement (Duke and Cartwright 2021). Strategies aligned to these other goals make up the remaining 277 strategies in The Reading Strategies Book, supports you as you provide instruction that helps your students to be capable, confident, and skilled readers who also love to read and choose to do so.

- Jen
The Reading Strategies Book and are as important now as ever.

thirty research-based options to choose from as you support your students, including those for whom learning to read is especially challenging. As with other strategies I've shared, these new strategies are not intended to be a phonics curriculum, and they and could never be a replacement for one. Instead, they are meant to help children apply and transfer what they learn from your systematic, explicit phonics and phonological awareness instruction to connected text reading. Along with the new and revised strategies, I have completely rewritten the introduction to the chapter to set an important research and theoretical context for those who may be unfamiliar with the scholars whose work I've studied. In addition, you'll read in the introduction my updated advice about which assessments I now recommend to determine if this goal is right for your reader, and about how to select from the strategies within the chapter to match what students need.

To place these new strategies in the larger context of the book, we know from Scarborough's Reading Rope framework (Scarborough 2001), the Simple View of Reading theory (Gough and Tunmer 1986), The Active View of Reading (Duke and Cartwright 2021), and countless researchers' findings that teaching word-level strategies alone are not enough (Castles, Rastle, and Nation 2018; Wolf 2007)

To access these new strategies, you will need an account on Heinemann.com. Either log into your Heinemann.com account or create an account. Once you log into Heinemann.com, click the link that says, "Register an Online Resource, Video, or eBook." Then enter this code:
RDSTRATBK
You'll be asked to authenticate your registration, so keep a copy of The Reading Strategies Book at hand. "Reading with Accuracy" will remain available online only at this time.

**A special thank you to researchers Dr. Linnea Ehri and Dr. Maryanne Wolf, Speech and Language Pathologist Angie Neal and Sandra Maddox, literacy specialist and member of the South Carolina Learning Disabilities Task Force, who read my many drafts, fed me a steady supply of research, and gave critical feedback throughout the project.

Jennifer Serravallo is the author of New York Times' bestsellerThe Reading Strategies Bookas well as other popular Heinemann professional books,The Writing Strategies Book;Teaching Reading in Small Groups; andThe Literacy Teacher's Playbook, Grades K-2andGrades 3-6. Her newest titles are Teaching Writing in Small Groups (publishing March of 2021) and Connecting with Students Online, from which she will donate a portion of the proceeds to organizations serving children directly impacted by COVID-19. Her other recent books include Understanding Texts & Readers andA Teacher's Guide to Reading Conferences as well as the Spanish-language counterparts to her strategies books, El libro de estrategias de lectura and El libro de estrategias de escritura.

Jen'sComplete Comprehension: FictionandComplete Comprehension: Nonfiction are assessment and teaching resources that expand upon the comprehension skill progressions fromUnderstanding Texts & Readers and offer hundreds more strategies like those inThe Reading Strategies Book.

Additionally, Jen is the author of the On-Demand Courses Strategies in Action: Reading and Writing Methods and Contentand Teaching Reading in Small Groups: Matching Methods to Purposes, where you can watch dozens of videos of Jen teaching in real classrooms and engage with other educators in a self-guided course.

Jen is a member of Parents Magazine Board of Advisors for education and literacy. She began her career in education as a NYC public school teacher and later joined the Teachers College Reading and Writing Project at Columbia University. Through TCRWP, and now as an independent consultant, she has spent over a decade helping teachers across the country to create literacy classrooms where students are joyfully engaged and the instruction is meaningfully individualized to students' goals.

Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes.

Learn more about Jen and her work at https://www.heinemann.com/jenniferserravallo/, on Twitter@jserravallo, on Instagram@jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community.

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Jen Serravallo on New Strategies for Reading with Accuracy

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Jennifer Serravallo has overhauled Chapter 3 in her beloved Reading Strategies Book and is making the resulting 30 strategies available at no charge to educators who have the book. In the letter below she tells you all about it. To access these new strategies, you will need an account on Heinemann.com.

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I have set up small groups amongst our readers - here is a video of 3 girls reading a book I had set to them all in Epic. This is the moment I came into the breakout room, they had already worked out a system of taking turns to read!

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Shared reading and guided reading

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Our strategy today was to read with feeling. We also focused on rereading sentences for smoothness.

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In 1C we explored the end of sentence punctuation marks (?!.) and how we match them with our voice. We practiced in identifying different sentences and their meaning and placing the correct punctuation mark. Pupils also demonstrated how to use their voice by reading from books. (I have a zoom recording of my lesson)

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Prep 3 pathway 2 read the picture book  " Little Waterdrop" and practiced the strategy "collect information from the pictures to estimate the plot".

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We are still moving away from online levelled groups, so we have been identifying some children with similar needs and planning for future groups.

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Here is a video from my group where we were trying to work on the skill of scooping up words to read with more fluency.

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Small group plan - infer/character traits

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Small group plan - infer/character traits

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We are still moving away from online levelled groups, so we have been identifying some children with similar needs and planning for future groups.

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Strategy Group - group 2 (inferring, character traits)

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Gots: different ways of trying groups online - smaller groups - the group being in the "main session" instead of in the breakout room, mute when not being read with unmute when it's their turn - bystander learning can happen, even if it's not their turn they can still virtually eavesdrop to the learning in the main session.

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Gots - Really helpful to see how others plan and teach and get ideas from other teachers doing it in the moment. Gained lots of helpful insight to better plan and implement small groups online with reading and writing

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Gots - was so helpful hearing feedback from other eyes and perspectives! I learned a lot of helpful tips for my guided reading groups. Thanks Cherrie, Faye, Shannon, Maria!

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Gots- great to share and listen with like minded colleagues what works, what needs tweaks and how we can feedback to each other.
Wants -  Do you have EKC complexity cards for writing as well? Maybe I missed this but the reading cards have been amazing!!

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Learned so much from watching Maggie do a reading lesson - I learned that its okay to take more time on focusing on a word or on a strategy. Loved sharing lessons!

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Got: Different strategies for Guided Reading groups online

Want: More Time!

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Post an action artifact below (e.g. a picture of a chart/ teaching tool you made, a strategy group lesson plan, a photo of your readers at work!)

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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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What information do you want to gather about your readers? How might you gather that information?

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I used to think... Now I'm thinking...        

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I used to think... Now I'm thinking...        

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These are our recent reading goals and strategies we used in 1C. Before going into guided reading groups, I have a mini-lesson with the whole class where I remind them of our goals and previous strategies as well as teach them a new one. Today we learned about syllable. Chunking words into syllables can help tackle long words and uncover their meaning. Lot's of clapping today!!!

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In Prep 2D we have been working on ways we can more effectively plan for and track our strategy groups.  Our reading sessions this past couple of weeks have been split into either strategy groups, or group reading. During the group reading we have been using these as discovery sessions, listening out to how the children are reading and trying to figure out where we will place them into strategy groups the following week. Our plan has been then to swap the children over, so we can listen to them again and regroup them according to their needs. When grouping we have been using the F&P wheel, aligning with the Malvern curriculum, and looking at the children's individual needs.

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After the mini-lesson we went to breakout rooms for guided reading session practicing and applying the learnt reading strategies.

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As of recently, I noticed that among the readers who started on the same reading level, some are developing a bit more faster than others making me think it's time to re-group them and challenge the more progressive pupils.

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I used to think that group guided reading was actually "popcorn" or "shared" reading but now I know that it is independent reading with coaching

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I used to think that reading/writing workshops only worked in a certain way, now I think there are so many different ways to structure them that will work for the pupils in my class.

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I used to steer away from decodables, now I'm thinking some of my readers will benefit from this kind of practice

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My next action step is to have a bank of reading strategies that each pupil has at hand that they can draw on and identify.

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I used to think that everything was about the mini-lesson but the refreshing sharing in this session makes me now think that less is more; it is not all about strategies but building a reading culture that fuels a love and passion for reading.

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Action step: continue to use the strategies we have learned, trying to implement new ones and figure out what really works for me, my teaching partner and our class.