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TCRWP

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TCRWP G4 Book Club Discussion - Out of the Dust.mp4

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EKC Connections

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EKCC #4 - Dr. Jeff Zwiers - Erin Kent Consulting

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TCRWP

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TCRWP with Kate Roberts

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Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8)

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Connect with educators around the world!

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

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from Clare Landrigan

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from Clare Landrigan

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Gots:
1. A clear idea of our hopes and dreams for our students going forward, and we are all in agreement of the focus.
2. Structure and flow to our homeroom UOI / subject specific lessons.

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I appreciated the idea of starting with our inquiry and then seeing how literacy can be woven in so that the integrity of inquiry is not compromised.

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Gots:
-an idea of how to begin the process
-we understand the importance of planning with the knowledge of it being transdisciplinary, staggered or stand alone
Wants:
-more time to find resources and read them
-more guidance on what book clubs look like
-more time to work on the documents provided - only just beginning to sink our teeth into it!

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Next Steps with Academic Conversations: New Ideas for Improving Learning with Classroom Talk

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Next Steps with Academic Conversations: New Ideas for Improving Learning with Classroom Talk

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Dr. Jeff Zwiers

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Jeff Zwiers, an educational researcher at Stanford University, has spent the last 15 years analyzing classroom conversations to see how they can be better used and improved in classroom settings. Teachers who have worked with him report significant growth in students' engagement, content learning, language, creativity, and sense of agency.

Jeff shared his initial vision for classroom conversations in his 2011 book, Academic Conversations. In this follow-up book, Next Steps with Academic Conversations, he builds on those original ideas by offering:

an updated synthesis of conversation work across disciplines and grade levels

highlights of the most recent classroom-based research and theory on classroom conversation

answers to questions that have emerged during this work with teachers and administrators

new classroom strategies and practices for fostering and assessing classroom conversations

This resource is the product of his extensive research, co-teaching, and collaborating with a wide range of educators. It was written for busy teachers who want a practical guide for strengthening the quality and quantity of productive conversations in their lessons.
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If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Conversation was not invented to help people choose right answers on tests. It evolved to solve problems, build ideas, build relationships, and understand others and the world. Yet despite its power to grow minds and hearts, effective conversations are still too scarce in our schools.

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TCRWP

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TCRWP

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EKC

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TCRWP

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TCRWP

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Gots: Reading standards progression is helpful to figure out teaching "next steps"

Gots: Really like the book club discussion and am thinking about ways to set that up for our readers

Wants: time to build up the teaching points

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Gots
Really liked the tools for text complexity and foundational skills.
How we can promote agency and at the same time make best decisions for our learners. Specially talking about text complexity.
Wants:
Can you share the post it visuals with the steps to project units and their small details.

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So much to dig into and think about. Looking forward to taking a deeper look at the resources.

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Building Ideas through Conversation Skills

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Building Ideas through Conversation Skills

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EKC

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EKC

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EKC

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EKC

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When projecting teaching points and giving feedback...

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When projecting teaching points and giving feedback...

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A Forever Stance - EKC

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EKC

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Toolkits: A folder with many examples...

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Toolkits: A folder with many examples...

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EKC

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A treasure trove of ideas!

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you will understand how text is used to convey meaning in different ways and for different purposes (the visual combines with/contribute to the text to expand meaning). How it is fun, sparks :) how you can choose according to your preferences, how the visual will support your understanding.

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Suggesting books that are close to the topics, subjects, genres they care about.

Know my stuff--be prepared and model curiosity.

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Every reader can be successful, with resources adapted to their ability.

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1. Time to read and enjoy books of their choice
2. Opportunities to discuss books.
3. Grow as readers (teaching strategies that helps them access information and stories)
4. Access to great literature and other texts.

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To provide a variety of books/ reading materials so that all students can access reading at their level

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To provide a variety of books/ reading materials so that all students can access reading at their level

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Inspire students. Find the thing that makes them want to read.

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A choice of books with characters that they can identify with

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A choice of books with characters that they can identify with

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Gots: Lovely teaching tools!!! Thank you for the examples
Wants: To build up some tools using the text complexity cards to prep for the upcoming reading unit!

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Gots: Merci :) so many ideas shared!
Wants: time :) I know ...

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Gots: more ideas and teaching tools for reading

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Gots:
Lots of ways to make formative assessment meaningful in the classroom - for the students - feedback, just for you and just in time.

Wants: time and breathing room to implement this meaningfully in the classroom and make things my own.

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What might you take, tweak, or synthesize?

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MS Humanities_ Sample Daily Schedule in Bends (75 min.)

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Planning Guide - EKC

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EKC

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EKC

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curious about the 8 min word work component??  Perhaps works as follow up to main lesson of word inquiry?

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More models for mini-lessons. I realised that I have moved this year from guided practice to demo and example + explain. However, the guided inquiry model is definitely one I want to try going forward.

We talked as a Y level group about how we linked Read Workshop and Write workshop very well during PYPx. We can bring this into the rest of the year.

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Gots: really like the exemplar with Kate Roberts.
Wants: I wonder if there are some other teacher exemplars for reading that you could point us to as well?

Gots: helpful to see scheduling from other schools as we are determining what Y6 schedule should look like next year. Thanks for that!

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GOTS:
- Time: Using it intentionally, making planning very explicit to ensure that we are covering a range of strategies and teaching points
- small group feedback: can be super powerful, grouping intentionally based on teaching objectives and individual needs

WANTS:
- Making small group feedback relevant for EAL students in the classroom

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Gots: I really liked the chart with the different teaching methods and the scaffolding levels. Very useful for differentiation.
Wants: will need to think about how to apply all of this in the second language classroom.

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very useful session...really making me think about using time more wisely.  Like the idea of intensity bends and will really ponder on what it would look like.

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Gots: Really have a better idea on how to schedule my readers and writers workshop time as well as conferring and giving feedback

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EKC

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EKC

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Supporting Culturally and Linguistically Diverse Learners

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Supporting Culturally and Linguistically Diverse Learners

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EKC Connections: Interview with Dr. Andrea Honigsfeld

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Honoring All Languages in Literacy Instruction

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Honoring All Languages in Literacy Instruction

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DisruptED TV

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François Grosjean

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François Grosjean
University of Neuchâtel, Switzerland

A number of myths about bilingualism are discussed in my new book, Bilingual: Life and Reality (Harvard University Press, 2010). They are summarized here.

Bilingualism is a rare phenomenon. WRONG. It has been estimated that more than half the world's population is bilingual, that is lives with two or more languages. Bilingualism is found in all parts of the world, at all levels of society, in all age groups. Even in countries with many monolinguals, the percentage of bilinguals is high. For example, one can estimate that there are as many as 50 million bilinguals in the United States today.

Bilinguals acquire their two or more languages in childhood. WRONG. One can become bilingual in childhood, but also in adolescence and in adulthood. In fact, many adults become bilingual because they move from one country (or region) to another and have to acquire a second language. With time, they can become just as bilingual as children who acquire their languages in their early years (minus the native speaker accent). In general, people become bilingual because life requires the use of two or more languages. This can be due to immigration, education, intermarriage, contact with other linguistic groups within a country, and so on.

Bilinguals have equal and perfect knowledge of their languages. WRONG. This is a myth that has had a long life! In fact, bilinguals know their languages to the level that they need them. Some bilinguals are dominant in one language, others do not know how to read and write one of their languages, others have only passive knowledge of a language and, finally, a very small minority, have equal and perfect fluency in their languages. What is important to keep in mind is that bilinguals are very diverse, as are monolinguals.

Real bilinguals have no accent in their different languages. WRONG. Having an accent or not in a language does not make you more or less bilingual. It depends on when you acquired your languages. In fact, some extremely fluent and balanced bilinguals have an accent in the one, or the other, language; other, less fluent, bilinguals may have no accent at all.

Bilinguals are born translators. WRONG. Even though bilinguals can translate simple things from one language to another, they often have difficulties with more specialized domains. The reaction people have is almost always, "But I thought you were bilingual!". In fact, bilinguals use their languages in different situations, with different people, in different domains of life (this is called the complementarity principle). Unless they learned their languages formally (in school, for example), or have trained to be translators, they often do not have translations equivalents in the other language.

Mixing languages is a sign of laziness in bilinguals. WRONG. Mixing languages such as code-switching and borrowing is a very common behavior in bilinguals speaking to other bilinguals. It is a bit like having coffee with milk instead of just straight black. The two language repertoires are available in bilingual situations and can be used at will. Many expressions and words are better said in the one or the other language; mixing permits to use the right one without having recourse to translation which simply may not do justice to what one wants to express. This said, in other situations, bilinguals know that they cannot mix their languages (e.g. when speaking to monolinguals) and they then stick to just one language.

Bilinguals are also bicultural. WRONG. Even though many bilinguals are also bicultural (they interact with two cultures and they combine aspects of each), many others are monocultural (e.g. the inhabitants in the German speaking part of Switzerland who often acquire three or four languages during their youth). Thus one can be bilingual without being bicultural just as one can be monolingual and bicultural (e.g. the British who live in the USA).

Bilinguals have double or split personalities. WRONG. Bilinguals, like monolinguals, adapt their behavior to different situations and people. This often leads to a change of language in bilinguals (e.g. a Japanese-English bilingual speaking Japanese to her grandmother and English to her sister). This change of language has led to the idea that bilinguals are "different" when speaking the one, or the other, language. But like monolinguals, it is the situation or the person one is speaking to which induces slight changes in behavior, opinions, feelings, etc., not the fact that one is bilingual.

Bilinguals express their emotions in their first language. WRONG. Some bilinguals have grown up learning two languages simultaneously and hence have two first languages with which they will express their emotions. And for the majority of bilinguals who have acquired their languages successively-first one language and then, some years later, another-the pattern is not clear. Emotions and bilingualism produce a very complicated but also very personal reality that has no set rules. Some bilinguals prefer to use one language, some the other, and some use both of them to express their feelings and emotions.

Bilingualism will delay language acquisition in children. WRONG. This is a myth that was popular back in the middle of the 20th Century. Since then much research has shown that bilingual children are not delayed in their language acquisition. This said, one should keep in mind that bilingual children, because they have to deal with two or more languages, are different in some ways from monolingual children, but definitely not on rate of language acquisition. As for bilingual children with language challenges (e.g. dyslexia), they are not proportionally more numerous than monolingual children with the same challenges.

The language spoken in the home will have a negative effect on the acquisition of the school language, when the latter is different. WRONG. In fact, the home language can be used as a linguistic base for acquiring aspects of the other language. It also gives children a known language to communicate in (with parents, caretakers, and, perhaps, teachers) while acquiring the other.

If parents want their children to grow up bilingual, they should use the one person - one language approach. WRONG. There are many ways of making sure a child grows up bilingual: caretaker 1 speaks one language and caretaker 2 speaks the other; one language is used in the home and the other outside the home; the child acquires his/her second language at school, etc. The critical factor is NEED. The child must come to realize, most of the time unconsciously, that he/she needs two or more languages in everyday life. This is where the one person - one language approach often breaks down as the bilingual child quickly realizes that the weaker (often minority) language is not really needed (the caretakers or other family members often speak the other, stronger language, to one another, so why keep up the weaker language?). A better approach is that all family members use the weaker language at home, if at all possible, so as to increase the child's exposure to it and mark the language's "main" territory.

Children raised bilingual will always mix their languages. WRONG. If bilingual children interact in both bilingual and monolingual situations, then they learn to mix languages at certain times only. When they are with monolinguals (e.g. Grandma who doesn't speak any English), they quickly learn to speak just the one language (communication breaks down otherwise). It is important though that the situation be truly monolingual (and not a "pretend situation" in which a bilingual parent pretends not to know the other language); children will make an effort to speak only one language if they feel it is vital for communication. Thus, caretakers will want to create natural monolingual environments where children will need, and hence use, just one language.

For further reading click on the following links:

1. François Grosjean's new book Bilingual: Life and Reality (Harvard University Press, 2010)

2. A short text, "What parents want to know about bilingualism", by François Grosjean

3. An interview of François Grosjean on bilingualism

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Francois Grosjean - Myths about bilingualism bilingualism

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Francois Grosjean, François Grosjean, Grosjean, psycholinguistics, language processing, bilingualism, biculturalism, sign language, aphasia, applied linguistics, BIMOLA, language processing in aphasics, prosodic structures, second language grammar checking, Life with two languages, Bilingualism: Language and Cognition

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IS Lausanne - 2021 Q1 - Labsites -  Lisa, Y6 -1- Research, Decide, Compliment

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EKC

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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EKC

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EKC

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Gots:
The architecture for conferring has to be clear to be effective and meaningful.

Wants:
Structuring it all. The whole workshop.

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GOTS
I will remember the rich conversations and wide range of teaching and conferring strategies. A lot to take away, also for WW.

WANTS
Strategies of how to possibly integrate word inquiry into UOI, writer's workshop, reader's workshop.

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How to ask great questions for conferring. Want to build up my teaching toolkit so that I know what visuals and strategies to use in the moment...! Spend more time with the resources so I'm prepared.

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IS Lausanne - 2021 Q1 - Labsites -  Lisa, Y6 -2- Teach, Coach, Link