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1.Writing partners are usually mixed ability and reading partners are more matched ability.
2. i have never tried this but I'm down to give it a shot. during independent reading they can sit back to back with their partners(maybe not touching) so that they can quickly sit knee to knee with their partner. with minimal distractions and instructional time lost.
3. use a phrase that will signal student to wrap up their partner talk, so that we can continue with the lesson or their independent work.

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Giving students time to work affirmed my practice. Only teaching one thing is something I will need to focus on, being a kindergarten teacher we try to break concepts down as much as we can( my team) but sometimes it's hard to only teach one thing at a time... because sometimes there are multiple steps for one thing.

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1. Students should sit with partners during the mini-lesson, share, work time, and share time in order to allow for easy conversation. Assign parts for partners so that one partner does not dominate and when sharing, only allow time for 1 partner to talk or share.
2. Avoid asking partners to talk in response to a close-ended question, and instead have them use gestures for this. Save turn and talk for elaborated responses such as comparing, analyzing, and interpreting.
3. Reading partnerships should be matched ability, while writing partnerships should be mixed ability. I would like to have partners sit together during the mini-lesson, as well as work time and when using turn-and-talk, only having partners share for more complex questions, rather than close-ended questions. I also found it interesting that truly, there should only be enough time for 1 partner to share. I have struggled with this and have had students get upset when both partners didn't get to finish.

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This is a great anchor chart to display and use to teach my students about what a mini-lesson is, as well keeping me focused on keeping it "mini." Keeping the mini-lesson "mini" is a goal of mine because I have found myself actually asking students a question and calling on raised hands, as well as trying to teach too many things in one session. If I stick to this model, I will probably have better success with students being more focused.

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Making sure each student has the same amount of time to talk so giving them a job as partner 1 and partner 2.

Turn-and-talks during mini-lesson, having partners sit together

Going over code words or phrases to get student’s attention while working with partners

Phrases for each partner to discuss with each other or to ask each other

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I liked how LC would start the lesson by saying to students “Ready for your 3 jobs? Count them on your fingers.” I like this anchor chart that shows the teacher jobs and student jobs. It’s a good visual for both parties. Setting a timer to help stay strict with the 10minute mini-lesson. KNowing what is essential to the lesson and what can be let go of.

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1.Writing is mixed ability and reading tend to be matched ability.
2. Students sit with partners during mini lessons, shared, and work times.
3. An area that I need to refine is to make sure not to ask close-ended questions, but ask questions for students to elaborate.
4. Another point that I need to refine is to teach/model to students on how to elaborate, refer to text, or ask questions.

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This anchor chart is a great visual for teachers and students to help hold each other accountable during the mini-lesson. One of the students job that caught my attention was “hold your questions.” Not to ask questions during the min-lesson, but to hold them until the teacher comes around. Using this technique will definitely help keep the mini-lesson within the 10 minute timeframe.

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What stands out to me is that this will truly be a partnership with students in both writing and reading. They will be conferring a lot with each other. It is important for the reading partners to be matched by ability. Students will be sitting by their partners for mini lessons as well.

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I like the anchor chart and how it is presented. My job vs the students job. For me, I will need to "tweak" what I am teach to one specific thing and to hold myself accountable for only teaching 10 minutes. Students like to share and ask questions. This will be a good use of time to do this when I am conferring with students. This will help keep my lesson "mini"

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- One of my biggest takeaways: You must explicitly teach students how to sit, move, turn and talk together with their partners with modeling, coaching, and practicing. You must also teach them how to talk (how to elaborate, give feedback) with their partner through modeling and coaching.

- One idea I would love to implement is having partners talk in particular ways during mid-workshop teaching points and shares. I may ask them to show their partner a place where you revised your writing, share your best prediction and talk about what makes it a good one, etc.

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Fig. 6-1 affirms my practices because it summarizes what I know I need to do and what they need to do really well. This is a great visual I plan to use to help them know what to expect and help keep me accountable. I know the minilesson is valuable and important, because they need to know they will soon be trying what I am modeling and it helps them grow as readers/writers if they are doing more of the work. But it's hard to always keep it mini! I may need to use a timer at first to hold myself accountable and remind students ahead of expectations during a minilesson (they need to focus so they can try what I am modeling, hold questions until the end when I send them off).

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You must first model all behaviors you are wanting to implement.
Each student must sit side by side so you can quickly talk and turn back to listen to the lesson,
teacher phrases to get student back on task after partnerr share, make sure you are assigning which partner should talk first so the dominant student doesn't take over the conversation letting both students share.

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Allocating teacher and student jobs, using an anchor chart that is visual to all students. It affirms that the mini lesson needs to stay short for students to have ample time to wirite/read for practice.

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1. Writing partners tend to be mixed ablility and reading partnerships tend to be matched ablility. These partnerships last for a unit but sometimes more. I definitely need to implement more partnerships and knowing that partnerships are meant to change validates my thinking about how students should have different partners throughout the school year.
2. Avoid asking partners to talk in response to a close-ended question. Instead, use gestures like a thumbs up or hold up the number of 5 fingers based on how comfortable you are with the teaching point that was just taught.
3. Explicitly teach talk. Teach kids how to elaborate, when to refer to the text and what follow-up questions will get their partner to say more. I know I need to implement this more in first grade because they are so young and some students are working on their confidence or focus.
4. Use a phrase that signals to kids to wrap up their conversations. I plan on implementing this and practicing it many times to achieve full class participation. I had a phrase last year that signaled students when I was finished giving directions and it worked well so I look forward to implementing this as well.

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I really like this Anchor Chart and am excited to use it this coming year because I think it is a good visual/reminder for myself and students. I will need to discuss with my team what it looks like to teach 1 thing. I know in the past we might focus on a few (2-3) teaching points in a lesson so narrowing that down to 1 teaching point would allow us to stay in our 10 min mini lesson as well.

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1. I liked how they started the writing and reading workshops at the beginning of the year describing their dream for their students to become “powerful” readers and writers. It shows your students that is your goal and that you are passionate about achieving that goal. I think I would also discuss my reading and writing background to connect and encourage my students in that way as well.

2. I liked how the book discussed how to teach what the partnership looks like and what it is and what it isn't. My students are not going to totally understand the reading and writing partnerships because they are not familiar with it. I will need to practice and explain the partnerships with my students at the beginning of the year.

3. I loved how the book discussed how to be a good listener. It is always a good reminder for students. They need to be reminded that you need to look their reading partners in the eyes and have their bodies turned to them. It also discusses about what a good listener wouldn’t do.

4. Another point that the book discussed is teaching students how to elaborate and “say more”. It is important that the teacher does this through modeling and coaching. When teachers have their students turn and talk not to have close-ended questions.

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I know in the past for me, I struggled with keeping the mini lessons “mini”. I would want to focus on keeping the mini lessons “mini” and one way that I think helps is only focus on teaching one thing at a time. I also loved the anchor chart that was a visual and a reminder not only for the teacher but for the students as well. I am a visual learner and I think the chart will be a great resource for myself and my visual learners. The chart displays responsibilities for students and for the teacher. They have their “three jobs” to focus on and are reminded with the visual. The mini lesson needs to be "mini" so that the students have the time to practice the new skill that was being taught. I am excited to implement the anchor chart during my mini lessons!

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1. Reading partners sit back to back during independent reading then move to sit hip to hip during partner time.

2. Allowing the partners to sit beside each other on the carpet. I have always given students different partners in the carpet.

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I liked the anchor chart and felt it was a great visual for the kids and teachers. I have worked very hard to get my mini lessons short to keep kids engaged and get the concepts taught.

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All of tips offered for directly teaching students about partnerships and conferring really stood out to me. I like breaking down what the teacher's role and what the student's role is in the process. I will implement these by breaking down and explicitly teaching and practicing each step in the process.

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I can work to keep the mini lesson mini by focusing on teaching one thing. I really like the anchor chart and will refer to it often to make sure we are all doing our job and not veering off task.

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I noticed she wants you to have assigned partners sitting next to each other at all times. I was more casual about partners during reading time, so I will be implementing this for sure. I also noticed she has students writing their thoughts on a post it to be shared with their partner later, which means they will have something ready to say when share time starts, I think this is a great strategy as well. Another thing I took away, was when she said listen with your ears not your eyes, I've definitely has students start talking to me instead of their partner when they saw me, so I will try to be a little more circumspect in the future.

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I like that this is a visual for both students and teachers. It helps to remind teachers that the lesson needs to stay mini (a definite challenge sometimes). It also reminds students that they have a job. I'm not sure about holding questions until conferring time. This may need to be tweaked, I feel conflicted about possibly sending a student away that has a question. I need to figure out a good way to keep the lesson mini and help with questions.

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Give each partner a role. Channel partners to talk in different ways. Avoid partners to talk in closed ended questions. Using talk and turn can be used as formative assessment.

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Give each partner a role. Channel partners to talk in different ways. Avoid partners to talk in closed ended questions. Using talk and turn can be used as formative assessment.

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Layla McKinley

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Keeping the mini lesson mini. I always struggle with that concept. Agree with Katie be ok with teaching "1" thing.

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One of my biggest takeaways from the discussion on Reading & Writing Partnerships is really explaining to partners their jobs. Lucy shares how to support effective listening so that both parties know and understand what listening looks like.

Another takeaway that I had was to save the turn-and-talk for elaborated responses where I may ask students to compare, analyze, or interpret the text or their writing. For quick responses, a simple thumbs up is sufficient.

One idea that stood out to me the most that I plan to implement is to use turn-and-talk as a formative assessment. I always listen in as students converse; however, I never thought about taking that information as a means to assess.

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In terms of my mini lesson, I learned that I need a timer. LOL! Sometimes I get so excited about what I'm teaching, that I forget about the time. Knowing that I only need to focus on 1 thing will definitely help to keep the mini lesson within 10 minutes. I also like the idea of having that anchor chart as a resource. It not only would help to keep me accountable, but also remind students of their jobs during the mini lesson.

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* Giving each partner the same amount of time to share by giving each partner a sharing or listening job.

* Having partners sit next to each other so that they can turn and talk efficiently during mini-lessons.

* Making sure students understand the expectations when the teacher uses code words or phrases to redirect their attention when working with partners.

* Providing phrases for the students to use to share and/or ask each other questions.

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I like the anchor chart that Lucy uses to show student and teacher jobs.  Having a visual reminder for both will help keep the lesson moving.  I also think that having a timer set for 10 minutes during the mini-lesson will help all of us stay on task.  It’s also important for the teacher to know what essential parts of the lessons to teach as well as what parts can be left out.

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Figure 6-1 affirms my practice of giving kids the time to practice. Giving them time to read independently every day is something to hold tight to. What I could tweak (using this visual with the kids would be good) is making sure the students know exactly what their role is and what is expected of them in all parts of the worshop.

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I have always had reading/writing partnerships be the same, but Lucy says they are different. Writing partners should be mixed ability and reading partners should be matched ability. We need to explicitly teach kids how to talk to their partners...how to elaborate, how to refer to the text, how to ask your partner follow-up questions to get him/her to say more. This can be done by a lot of modeling and coaching while the kids practice conversations.

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The most important part I feel is that when you as a teacher are listening, listen with your ear so that the students don't stop and look at you if you are looking at them.  As well as while the students are turning and talking you can either be preparing for what comes next in the mini lesson or working on the anchor chart.

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Some part is is that I need to tweak during my lesson is making sure that I don't let the students ask too many questions as well as just making sure that I keep my mini lesson mini by  not telling a lot of personal connections.  Then some parts that I am doing well and are just teaching one thing and you making sure the students are really focused by having them turn and  talk to each other.

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Writing partnerships are mixed abilities whereas reading partnerships are matched ability.
Kids sit next to their partners during minilesson, with sticky notes.
The teacher should assign partner numbers: partner 1 and partner 2.
Avoid having partners talk about in response to a close-ended question.
Lean into the conversation but not looking directly at the partners so they don't stop their discussion and look and talk to you as the teacher.

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My job is to teach ONE thing in order to hold their focus. I need to keep the minilesson mini, give them time to practice, allow them to turn and talk, and teach them to hold their questions. I need to tweek having them hold their questions as I have allowed this in years past.

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My three biggest takeaways from this chapter were:

Students sit near their partner during the mini lesson, independent work (reading/writing) time, and share time. They are LEARNING partners, not just discussion partners.

Ask partners to turn and talk for the purpose of discussion, not in response to a close ended or quick question.

Explicitly teach TALK, how to elaborate, question, and coach their partners to say more.

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Setting the expectation of “jobs” with the students, and posting an anchor chart helps to hold everyone accountable.  I will implement timers this year to keep my lesson focused and mini.  In addition to listening to the lesson, students need to be able to PRACTICE the skill.  This means I need to talk LESS. Also, the goal of the mini lesson is again, practice, not mastery.  Students hold questions until they can confer with the teacher during their writing time.