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A Planning Process for Inquiry-rich Grammar...

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A Planning Process for Inquiry-rich Grammar...

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Kristine Mraz (co-author of Kids First from Day One, A Mindset for Learning, Purposeful Play, Smarter Charts...)

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Thread by @MrazKristine: "I want to have a very serious conversation about something that is definitely not a metaphor, and that is the Science of Weeding I am worrie [...]"

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Thread by @MrazKristine: "I want to have a very serious conversation about something that is definitely not a metaphor, and that is the Scienam worried because it seems like people think we should all learn to weed the same way. And that weeding is c [...]"

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Duke and Cartwright (2021)

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Douglas Fisher, Nancy Frey, and Nancy Akhavan

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Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential?

The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include:

* Instructional materials comprised of both informational and narrative texts.
*The best uses of instructional delivery modes, including direct and dialogic instruction.
*Grouping patterns that work best to accomplish learning aims for different learners at different stages.
* Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency,
vocabulary, comprehension, and writing.
* Technology used as a tool for increasing learning of a specific literary process.

All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers.

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All the tools and tips you need to strike the right balance of high impact learning and realize the goal of balanced literacy instruction in your classroom.

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ILA Reading Research Quarterly - The Science of Reading Progresses

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ILA Reading Research Quarterly - The Science of Reading Progresses

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Nell K. Duke and Kelly B. Cartwright (2021)

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Jan Burkins and Kari Yates

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These days, it seems that everyone has a strong opinion about how to teach young children to read. Some may brush off the current tension as nothing more than one more round of "the reading wars." Others may avoid the clash altogether due to the uncivilized discourse that sometimes results. Certainly, sorting the signal from the noise is no easy task.

In this leading-edge book, authors Jan Burkins and Kari Yates address this tension as a critical opportunity to look closely at the research, reevaluate current practices, and embrace new possibilities for an even stronger enactment of balanced literacy. cuts through the rhetoric (and the sciencey science) to offer readers a practical guide to decision-making about beginning reading instruction. The authors honor the balanced literacy perspective while highlighting common practices to reconsider and revise-all through a lens of what's best for the students sitting in front of us.

From phonological processing to brain research to orthographic mapping to self-teaching hypothesis, Shifting the Balance

Across six shifts, each chapter

identifies a common instructional practice to reconsider

explores various misunderstandings that establish and keep that practice in play

shares scientific research to support its reconsideration

proposes an instructional shift to apply a new perspective, and

details several high-leverage instructional routines to support implementation of that shift.

By pinpointing gaps and overlaps-as well as common misunderstandings and missed opportunities between the competing lines of thought-Jan and Kari offer busy educators direction and clarification for integrating science and balance into their daily instruction, while keeping meaningful experiences with text a priority.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Buy Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom: Read Kindle Store Reviews - Amazon.com

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One possibility for a scope and sequence...

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One possibility for a scope and sequence...

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from Nell K. Duke & Great First Eight (2022)

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KG Literacy Foundational Skills Scope and Sequence (Duke & Great First Eight, 2022)

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Questions to consider as you watch:

What do I notice about the architecture? The art?

What might I compliment? What might I teach?

Where do I see inquiry? Agency? Transfer?

👇👇👇

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tonya@tonyagilchrist.com

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Tweets by Mrs_Gilchrist

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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Debbie Miller

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Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

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"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Napper and Rao

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency g...

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Cecilia M. Espinosa and Laura Ascenzi-Moreno

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Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

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Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

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Danling Fu, Xenia Hadjioannou, and Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

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If your context is K4-G2, please leave a comment with your "gots and wants" below. 👇

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What tools might I use to help fill myself with a progression and empower my feedback to feed forward?

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What tools might I use to help fill myself with a progression and empower my feedback to feed forward?

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Primarily Narrative: Supporting Readers on the Move

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Primarily Narrative: Supporting Readers on the Move

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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Informational: Text Complexity Cards (MS+)

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Informational: Text Complexity Cards (MS+)

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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Tonya Gilchrist

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Tonya Gilchrist

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Teaching Methods (Just in Time, not Just in Case)

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Teaching Methods (Just in Time, not Just in Case)

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Tonya Gilchrist

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Tonya Gilchrist

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Post pictures/artifacts and/or reflections below. 👇

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I am curious what your idea of ownership is when we are talking about agency. 

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I am curious what your idea of ownership is when we are talking about agency. 

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If your context is G3-MS, please leave a comment with your "gots and wants" below. 👇

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Dialogic Conversation - Engage, Repeat, Expand

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Dialogic Conversation - Engage, Repeat, Expand

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If your context is K4-G2, please leave a comment with your "gots and wants" below. 👇

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Want--More opportunities for students to play with language and then apply to their reading and writing.

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If your context is G3-MS, please leave a comment with your "gots and wants" below. 👇

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Questions to consider as you watch:

What do I notice about the architecture? The art?

What might I compliment? What might I teach?

Where do I see inquiry? Agency? Transfer?

👇👇👇

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One Process for Planning a Two-Week Exploration...

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One Process for Planning a Two-Week Exploration...

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Peter (Pete) Bowers

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Our Teacher Resource Book

Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners. The lessons focus on morphological analysis with the matrix and word sum.

Research Tested

These tools are central not only to understanding how morphological families of words are structured, but also how morphology interrelate.

The main series of lessons in this book were the lessons I used in my Grade 4/5 intervention ( Bowers & Kirby, 2010) that showed generative vocabulary learning.

The lessons take teachers and students through all the morphological suffixing patterns and much more including...

1. Guidance morphological problem-solving so that you can use these lessons as a jumping off point to investigate any words that grab your interest or that of your students;

2. Links to other on-line resources;

3. Links to related Real Spelling resources.

When students and teachers work with word sums and morphological matrices for a little while, these are the kinds of questions that grab the attention of a class.

Integrating morphological analysis into shared and guided reading lessons

As well as explicit lessons taking teachers through "teacher-led inquiries" of words, this books models ways teachers can integrate word structure instruction into reading and writing in any content area by using morphological problem-solving as a tool for shared and guided reading.

By practicing spelling investigations with lessons in the book, you will be prepared when students ask you spelling questions that you are not able to explain right away. You will have practices the process of investigaging spelling, so now you can move into "inquiry-led teaching" by applying the problem solving skills you learn through these lessons.

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WW Revised Teacher Resource Book & 70 Matrices DVD

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Our Teacher Resource Book Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners.

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Jeff Anderson and Whitney La Rocca

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Examine and discuss the above document while also considering all that we've explored over the past three days.

How might ASA goals and values be "living in the same box" with a balanced literacy approach? Enhancing once another? Forming one strong braid?

Add your insights and ideas to the attached Jamboard.

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ASA Paraguay - Collaborative Jamboard (Connections) - July 2022 - Google Jamboard

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ASA Paraguay - Collaborative Jamboard (Connections) - July 2022

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A Possible Scope and Sequence for Grammar Inquiry (Patterns of Power)

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A Possible Scope and Sequence for Grammar Inquiry (Patterns of Power)

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Patterns of Power and CCSS Connections (2019)

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Patterns of Power and CCSS Connections (2019)

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Atwell: Independent Word Study (Personalized Spelling)

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Atwell: Independent Word Study (Personalized Spelling)

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A Process to Share, Model, and LIVE with Students

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A Process to Share, Model, and LIVE with Students

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Words Matter: Phrases You Can Use to Support Students' Thinking and Progress

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Words Matter: Phrases You Can Use to Support Students' Thinking and Progress

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G1-G2: Word Investigation Planning Example

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G1-G2: Word Investigation Planning Example

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G3+: Word Investigation Planning Example

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G3+: Word Investigation Planning Example

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Dimensions of Literacy - What? When? Why?

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Dimensions of Literacy - What? When? Why?

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Record your reflection (E,W, N, S) below by adding a comment. 👇

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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For G5+: What challenges does complex nonfiction bring? 

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For G5+: What challenges does complex nonfiction bring? 

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These are meant primarily for secondary school students, but you could adapt them for earlier grade levels if desired.

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TCRWP - MS & HS Nonfiction Complexity Cards (2019)

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Reminder: You can use the guide below to plan a strategy group with students working in any reading level/range. You can also use it to plan a strategy group in writing. 

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Reminder: You can use the guide below to plan a strategy group with students working in any reading level/range. You can also use it to plan a strategy group in writing. 

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Strategy Group Planning Guide (non-IB) - TG

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Intentional Design for Phonics Exploration - TG

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Differences Between Guided Reading and Strategy Groups - TG

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In addition to all of the great resources you have via the Heinemann website, you can find loads of free resources here from the TCRWP.

If you type "running record" in the search field, you will find free texts and tools you can download from across levels A-Z. You'll also see there is a manual provided.

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Book Recommendations (and More!) from TCRWP

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Book Recommendations (and More!) from TCRWP

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TCRWP Recommended Books and Supplies for Reading Workshop Grades K-8 (2019)