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Transfer Opportunities Through Balanced Literacy - Google Jamboard

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Transfer Opportunities Through Balanced Literacy

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Great for supporting planning of guided reading.

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Stamford Phonics Small Group Planning Example

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Coaching Conference into Composition Development

Part 1
Part 2

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Support for writing the Mini-lesson

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Reading and Writing Workshop in International Schools FB Group

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Reading and Writing Workshop in International Schools FB Group

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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pypcoordinator@asbindia.org

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@literacylala

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Good guide to using morphology to help with spelling and vocabulary

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This reference manual includes several useful features:

takes teachers through how English spelling uses morphology to represent the meaning of words

teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically

contains a series of ready-to-use lessons, helping teachers and students act as word detectives who problem-solve the links between structure and meaning

targets vocabulary, reading, and spelling skills!

By: Peter Bowers

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teaching how the written word works [wvc216] books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates multisensory learning beginning reading morphology and vocabulary free downloads multisensory bundles high-frequency words multisensory instruction kit books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates proceeds to charity multisensory learning beginning reading morphology and vocabulary free downloads o-g multisensory bundles sight words multisensory instruction kit ecommerce

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Kendore Learning Store Teaching How the Written Word Works [WVC216] - This reference manual includes several useful features: takes teachers through how English spelling uses morphology to represent the meaning of words teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically contains a series of ready-to-use lessons, helping teachers and students act as word detectives

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Small Group - Lizzie - Syllable Segmenting Beat Walk - K-2

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Working Document: Planning for Phonics Instruction: Whole-Group or Small Group

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with Dr. Heidi Anne Mesmer

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EKCC #5 - Dr. Heidi Anne Mesmer - Erin Kent Consulting

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Flyleaf Publishing - Online Materials Portal

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Click on on any book cover below to begin reading, or use the Menu to navigate.

Use the book's homework button to open a downloadable homework packet.

Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

*Foundational Skills Guides and Close Reading Guides are sold separately and are not available as online resources. Visit flyleafpublishing.com for details about our instructional guides. **If you do not currently have access to SMART Notebook software, you can download it here: SMART Notebook.

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For Instructors - Flyleaf Publishing - Online Materials Portal

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Online Materials PortalFor Instructors Click on on any book cover below to begin reading, or use the Menu to navigate. Use the book's homework button to open a downloadable homework packet. Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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1. We will have fun.
2. To have pride in ourselves.
3. To be curious, safe and brave
4. Allow questioning.
5. To feel comfortable in our class community.

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1. Build a relationship with our students
2.  Make them feel comfortable
3.  Reaching out to many students as we can
4.  To be able to cater their needs
5. Have fun!

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1. Find joy and love in learning
2. Celebrate small wins

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We promise to listen and foster independence in a safe environment.

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We promise to be present for you, to listen, to love and care for you

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Got- Clarity on the fine lines within  phonological awareness.
Want - intertwine with the RW workshop :)

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Got - Found 'often makes..., sometimes makes... and usually makes' very useful.
Want - examples of games to have children practice phonics

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Got: the importance of always review phonological awareness and phonics. Play and manipulate words.
Want: continue giving us examples of how to integrate phonics and phonological awareness with every day teaching.

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Got - Examples of activities for areas such as segmenting
Want - More TPR activities

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Got
Endorsement on what I have been doing is the way to go!

Want
Understanding and applying it with greater depths :)

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Got - the importance of having a variety of literacy experiences. I need to include more rhymes and songs into my teaching

Want- More practical games that we can include to make it fun for the kids

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Got - keep using songs and chants, white boards and games to engage students
Want - Differentiating and more practical games to play and make phonics fun

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Gots- Focus on rhyming and syllables as on going not just towards the start of the year. Continuing playfullness!

More on- Phonics games for whole class. Also tips on differentiation when we are very short on time and creating resources.

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Gots:
Already planned how my morning calendar is going to run. incorporating clapping, segmenting and writing!

Wants:
Examples of linking readers, writers  workshop and phonics together.

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Loved the finger play with Pin, cat etc. 

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Loved the finger play with Pin, cat etc. 

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Gots
that phonological awareness and phonics are intertwined, that it could be taught simultaneously
Wants
more practice on the lesson planning

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Follow up activities after the phonics sessions (differentiated). 

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Follow up activities after the phonics sessions (differentiated). 

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got - importance of doing syllables - how to make a good plan for phonics and phonological awareness in just 5 minutes..
want - more ways to differentiate

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Got - using tactile and body responses to elicit phonics/word play

Want - how to incorporate the phonics session/group in RW sessions

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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Gots - Using the architecture of a conference when planning and implementing a session
- thinking about skill+strategy+relevance
- understanding more about spelling stages

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Got- the difference between high frequency and sight words.
Really thinking about push/nudge

Want- to know more about long term strategies that can be transferred

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Got: how to teach HFW/sight words

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Gots: The progression before teaching high frequency words.

Wants: other resources/tips/ideas in small group for reading levels.

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Gots
complimenting and focusing on what the child is doing and almost doing, from then, planning on the next skills to be taught
Wants
more samples of conferring  :-)

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Gots- difference between sight/high f words.
Importance of reinforcing these in text and playful ways (loved the practical game ideas). Great tips for conferencing.

Wants- teaching vowels example those harder to teach sounds etc

Conferencing examples - we would really like to print the compliment/teaching points you have shared so far if we could have have them in the classroom as reminders.

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Got - clarity between HFW and sight words
Reminder to think about push vs. nudge
Architecture of conferencing - remembering to think about skill (what), strategy, (how) and relevance (how)

Want - other games and strategies to use

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Got - The difference between HFW and sight words. The nudge versus the push.

Want -

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Got: Amazing tool kit to work on spellings with my writers.

Want-: To see a few videos/examples of conferring during a WW/RW.

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Gots: ways to confer: using the architecture of a conference
Wants: what a tool kit would look like, besides keeping strategies in hand.

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Got: more experience giving conference feedback

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Got: more experience giving conference feedback

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Got: More ideas to teach high frequency words and conferences.
Want: Examples of small group conferencing.

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Got :  The clarity on frequency words and sight words.

Want: More videos on real time  conferring in classroom

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Got: Clarified misconception about high frequency words and sight words. Want:  examples of toolkits and conferring in practice.. Also, how teaching phonics in interactive reading and writing would look like?

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Got: the architecture of conference and planning reading a conference

Want: sample of small group conferring using phonics lesson and specific teaching points (what is the child doing, and almost doing)

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Got:
The sequence of the successful conferences.

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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Applying the Code - EKC Connections with Heidi Anne Mesmer

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Applying the Code - EKC Connections with Heidi Anne Mesmer

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EKCC #5 - Dr. Heidi Anne Mesmer - Erin Kent Consulting

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Support for writing the Mini-lesson

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Amanda small group on information writing

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Wants: exploring phonics integrated in reading groups, alongside conference and compliment

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Wants: exploring phonics integrated in reading groups, alongside conference and compliment

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Gots: what is expected of an A/B and C/D reader; lenses for studying books, characteristics of a levelled book

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Gots- understanding more about what is required of a reader at different levels. Delving deeper into texts.

Wants- explain the sort of ratio of decodable to not decodable texts/ best practice in selecting books (I have a parent who only wants decodable texts when we send books home).

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GOT
It helps to know that there is a guide as to when a child should move up to a certain level, and that teachers should look into what skills to teach in order to support the child in increasing the reading level.
WANTS
what are the expectations for each reading level so teachers know how to support and direct towards increasing/improving the reading level/skills

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Gots: enjoyed the mini sessions look at the books and identifying the different areas of learning and teachings.

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Got- Teaching strategies for different reading levels.
Understanding what skills children need at each level so we can support this in order for them to move forward

Want - Phonological awareness throughout the week - how to integrate this using a balanced literacy approach.
- More ways to support EAL kids who come in with minimal English language skills

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Got - what are expectations for the different levels and to coach them to move to the next level.

Want - I like the idea of the phonological awareness that we can use during reading.

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understanding more about characteristics of different leveled books and what is required from readers at each level

cues cards will be awesome!

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Ruchi                                     Gots: I like the idea of having  cue cards in the reading basket.   

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Ruchi                                     Gots: I like the idea of having  cue cards in the reading basket.   

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Got: Better understanding of the skills required for each reading level and how we can help students to the next reading level.
Want: Love the cue cards!

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Anu-                                        Got: The cue cards for different levels are awesome!   

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Anu-                                        Got: The cue cards for different levels are awesome!   

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Want: I like what you are planning on phonological awareness and how that can help in planning the writing.

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Gots: A better understanding of the lenses to use while deciding a text for the kids.
Wants: the cue cards would be a great tool to have.