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Twitter: @mrs_gilchrist
Facebook: Tonya Dawson Gilchrist
email: tonya@erinkentconsulting.com

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Equity
Joy
Empowerment
Agency & Choice
Children involved in the decision-making
Goal-setting
EVERYONE is a reader & writer
Growth & progress
Growth mindset - safe to take risks
Voice
Authenticity
Relevance
Personalization
Challenging, yet accessible

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When we speak about teachers having agency to choose what they take into CR's , what is the role of the Coordinator / Grade level leads/ administrators here ?

How do we strike a balance between teacher agency and quality of teaching and learning ?

Developing a self-assessment rubric for teacher attitudes to promote R/W workshop....

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This is the thing that I got and will find it most useful in my classroom. Make my mini-lessons purposeful, straight to the point, and help the kids when they actually need it during conferencing, small group etc. George

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Got: So much - hard to choose but I guess my first choice empowering your students to become readers and writers who LOVE to read and write.

I loved the clear structure you outlined for the workshop and the importance of using most of the time to read and write.

Lastly, the importance of using the right language to build readers and writers.

Wants: Guidance on how to create a community of readers and writers (teachers included).

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Got: Agency at the core of w.s
Want: make more connections with UOI

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Gots - helpful to explicitly have the PYP language and PtP connected to workshop model and philosophy

Wants - I'm wondering how guided reading sessions fit it, especially when time is an issue - built into workshop time, separate? What could that look like?

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Got...reassurance that I have an understanding of workshop model and the different aspects of it.
Want...to see how it looks in different contexts and how to launch it across the school

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Patience     Got:  the importance of setting up your workshop at the start of the year for agency: routines, organization.  Also the phrase: 'Be a warm demander.'

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Patience     Got:  the importance of setting up your workshop at the start of the year for agency: routines, organization.  Also the phrase: 'Be a warm demander.'

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Wants:  Further exploration about ways EAL and support teachers can be part of an effective workshop (what does this look like in terms of push-in and pull-out and what types of planning structures are schools finding effective?)

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GOTS: So much; but mainly the affirmation on my belief of what workshop should look like with inquiry.

WANTS: To go deeper into integrating the workshops into our TD themes. How can we support our ELL learners to really thrive in a workshop? How can we support teachers who are new to the model?

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Got: Just in time instead of just in case! It will keep the mini-lesson short and purposeful.

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Got: Just in time instead of just in case! It will keep the mini-lesson short and purposeful.

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Want: I would love to see more of the set-up people use in their classrooms for workshop and if they have some "go to" resources for kids to access when they are having work time and are lacking inspiration.

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Got: framework of learning - setting the workshop framework.
Wants: integrating workshops into UOI

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Gots - Keep the mini-lessons to one point of learning. Don't assume what kids might need. Save that for personal feedback.
Wants - How can I add more agency to my lowest learners? They seem to be getting less student agency. They are in the group of always being told what to do.

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Got: Solidify's beliefs in reading and writing workshop

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Gots: The meld and language of PYP/Workshop

Wants: Since I'm used to workshop in the UP, I would like to see what it looks like, how to adapt my thinking of agency and choice in the LP. Generally, how to adapt myself while taking on the PYP in the lower years

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melt@magicyears.ac.th
Twitter: melleytaylor

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Twitter handle - @abhishre

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Dalbir:                                   Gots: Solidify's thinking about mini-lesson and using timer to keep it time bound. Loved the quote - Just in time .... Just in case. Conference beginning with - noticing what is good and complimenting and then taking it to teach. 

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Dalbir:                                   Gots: Solidify's thinking about mini-lesson and using timer to keep it time bound. Loved the quote - Just in time .... Just in case. Conference beginning with - noticing what is good and complimenting and then taking it to teach. 

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Wants: Digging deeper with book clubs, research and critical literacy, keeping mini-lessons precise, developing talk curriculum through reading and writing workshop.

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Gots: Reading  and Writing Workshop model is in the same box as inquiry. There are many opportunities for students to show, voice, choice and ownership in workshop model.

Wants: Helping other teachers see how the PYP and workshop model do go together and are not opposing models of instruction. I also want to explore the concept of time - how to fit all the components of balanced literacy into the classroom and still keep the students voice and choice at the center.

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pngg@gsis.sc.kr
@ms_gpng

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twitter: @constancekkg

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Gots:
1. A lot of positive affirmation on my teaching practices and beliefs.
2. The quote of John Spencer ' Think Inside the box ' made me look at the school curriculum as the box and balanced literacy as the innovation we can use.
3. Workshop - not a curriculum
4. Workshop - stance, philosophy, framework
5. Feedback structure - Compliment and challenge
6. You are the kind of writer ..........

Wants:
1. If inquiry is a stance/ spirit how to get the entire (majority) of the school community to adopt it ? How to help them see the benefits of it other than modelling it in my own classroom ? (Policies and structure)
2. How to use time more effectively during reading/writing workshop ? - Can we see a video of this in action ( a full block of it ? at least the mini-lesson part)
3. How to create a culture of using mindful language to promote literacy learning

Affirmations :
1. Inquiry is an iterative process not not cyclical - linchpin effect.
2.Structure : Mini-lesson - Work Period - Share-time.
3. Share time is used for:  community building, reflection, celebration, goal setting.
4.Explicit teaching when done appropriately is inquiry as well
5. Importance in setting cultures in literacy learning - initial weeks (mini-lessons)
6. Agentic environments - accessibility is important

Wow Moment
1. We can workshop anything.
2. Workshop is not a script.
3. A lesson plan online is never a script, it is a transcript.
4. Compliment and then coach
5. In an inquiry classroom, explicit teaching occurs 'just in time' not 'just in case'.

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email: nita.row@bis.edu.in
twitter: @Knitarow

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Anything to help me starting what the R/W looks like through the PYP in the Grade 1 scope. Perhaps the first unit of the year?

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I want to explore the links between the LO's in various phases in the Scope and sequence.

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Grade 4 Unit (Yearlong)

Central Idea: Technology changes the way we express ourselves.

Lines of Inquiry:
Impact of technology and science on a developing soicety.
New values, beliefs and attitudes that result from new technologies. Responsible use of technology.

Key Concepts:
Connection Causation Change

Learner Profile Attributes:
Communicator Risk-taker

ATLs:

Communication Research
Self-management

(The reason I chose this unit is that it is super relevant especially in the current situation.)

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Central idea:
The transformation and use of energy impact the world.
Key concepts: connection - change - responsibility

Related concepts: Energy – Conservation - transformation-consumption

What lines of inquiry will define the scope of the inquiry into the central idea?

Energy and its transformation

The impact of energy consumption and transformation on the world

conservation of energy

I chose this unit to make connections between R&W and science.

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Grade 3 How the World Works

CI: Earth changes can impact people in powerful ways

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Kind: How We Organize Ourselves
CI: People's actions can help keep themselves and others safe within our community.

Lines of Inquiry:

The people who keep us safe in our community

Rules and regulations we should know

The choices we make to keep ourselves and others safe

Key Concepts: Responsibility, Perspective, Function

Related Concepts: Safety, Rules, Choice

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Transdisciplinary Theme: How we organise ourselves

Theme Descriptor: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Central Idea: Community systems keep people safe.

Conceptual lens: Communication

Lines of inquiry:

How systems work (Function) [describe what is there; build explanations]

Connections between systems (Connection) [making connections]

Responsibilities of community members (Responsibility) [making connections]

Key Concepts:
Function, Connection, Responsibility

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Cohort B: Inquiry-based Lesson Planning Sheet

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from Co-teaching for English Learners

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G5 Language Planner - Narrative Writing

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Is there a time for when a mini-lesson is 'not so mini'? For it to stretch on for a significantly longer time?

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Wants
1. How do I incorporate this planning structure within my own school context of lesson planning ?
2.What can I do to  better understand the language progression to enable myself to teach something interesting but be teaching language at the same time ?

Personal question ! - How many languages do you speak and write ?

Gots
1. Living it - to help build the culture of R/W workshop practices !
2. The importance of purposefully using ATL sub skills with teachers as they are planning lessons.
3. Can you share the recording of the session? Really want to see the demo lesson again.

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Build in IB learner profiles into mini lessons.

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Wants: A better understanding of the IB learner profiles, specifically in child speak / LP, what it looks like in the LP etc.

Gots: Understanding on how to integrate the learner profiles into parts of the R/W Workshop

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GOTS: Weaving the IB LPs and AtLs into the reading/writing workshop; A reminder of the power of a question

WANTS: To go deeper into merging the units with our TD themes.

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Gots -  The questions I could ask during conferring is helpful.  I will post this on my conferring folder.
Wants - Just more examples of living it.

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Gots - The idea of structures and routines within mini lessons really resonated with me and especially thinking about how that loss of a minute can really add up.

Wants - I'm wondering a bit more about the planning structure that we missed out on, I'd like to take a look at those resources to catch up.

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Gots - Using questions as connections and questions in teaching point, demonstration of the lesson with connection, teaching point and active engagement, ownership and curating mini-lesson and teaching points,

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Gots: Weaving the PYP Essentials into lessons
Wants: More on Conceptual understanding

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Tweaking some of the small routines within mini-lessons, like creating partnerships to maximize learning time.

Wants -
Continue planning - weaving all of these components together.

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Gots: I loved how you wove the LP attributes so naturally into the lesson. I have always struggled to refer to them without sounding stilted or forced.

Wants: A recording of this session as I really want to watch the demo lesson again

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Gots: Imbedding the learner profile attributes and the ATLs into the mini lessons, conferring and share  time. Reword the teaching point into a question to explore together.
Having students have more voice into what they need to work on-sign up for a small group session on..., what do you think next steps in our learning should be.

Wants: Practice to do this. Can we access any of the slides you have shared  with us to reread, keep as a reference??

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GOTS - I appreciate the affirmation once again that we have flexibility in planning our units. Knowing the different kinds of inquiry that we can and should be including.

WANTS - How can I effectively support my classroom teachers, who are overwhelmed with resources, in planning these units?

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Gots - I appreciate the simple language of "subject specific inquiry". Just adding inquiry on to the end ensures that inquiry is at the heart of everything that we do.

Wants - I'm wondering how you support people who are very committed to a specific program (ie/ Jan Richardson). I appreciate these as frameworks and absolutely see the value in them. I also see how they could fit into a workshop based balanced literacy program, but what about people who don't see that, rather they see it as an either/or - do you have a quick elevator pitch?

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Gots: What we explored today tied in with and enhanced my understanding of unit planning.

Wants: I would love to explore a planner created using these 4 steps

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Gots - The affirmation that I am doing great things because I am often critical/reflective on myself as a teacher. I like From Striving to Thriving. I had never heard that before and I think it really fits who I am. I am constantly changing to all students to thrive. Every year/month can look very different in my classroom.

Wants - I feel I can adapt writing to all levels but pulling out the reading is a little bit trickier. Not all kids are ready for the same reading skills. How is that being balanced? I am thinking of skill based needs. I do tie to the unit but I have such a variety of things happening. Maybe that is ok or maybe I need to narrow down my focus.

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Gots :
The importance of 'living it' - going through this productive struggle in a context other than planning for the next unit.
Looking at planning through these 4 steps was interesting - it extended my thinking to explore other ways of the planning process.

Wants :
Delve into a unit planner that has been created keeping these 4 steps in place with clear TD connections.

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Gots: I love having the reaffirmation that the kids "doing" is at the very core of the reader/writer workshop.

Wants: I still would love to see the routines that people use to set themselves up successfully for the reader/writer workshops. What are some of the most valuable routines people have in place?

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Got: in-depth exploration of the planning process
want: look at the language learning experiences (inquiries)

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Got: The process used to plan units. I really liked the idea of thinking about the units of study through the lens of the current unit of inquiry. One suggestion was that  bends 1 and 2 of any given unit may be kind of stand alone teaching to get kids to  understand the concepts, skills etc. Then in bend 3 - tie the work back to the unit of inquiry.

Wants:
My wants would be more about helping other teachers understand that the workshop model -specifically the units of study in reading and writing do allow fo for student voice, choice and agency and are not in direct opposition to the PYP.

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For a Deeper Understanding of Text Complexity...

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For a Deeper Understanding of Text Complexity...

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Deep Dive into Text Complexity: Narrative G3-G8 - Erin Kent Consulting

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TCRWP

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G4 Student Checklist for Narrative Writing

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G4 Student Checklist for Narrative Writing

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TCRWP

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Gots:
Understanding about adopting values and principles from workshop and integrating it with curriculum documents

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1. Is there any reading - evidence based research articles/ books on - structuring assessment for of and as learning ?

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How are teachers making it work in their classes without tagging kids to a reading level? Teacher's College seemed to be quite particular about this, so how can we make it work? How can we convince our teachers to move way from this?

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Gots
The importance of lifting the teaching point from the pre-assessment data.

The importance of converting a teaching point to a question that begins with .... How do good writers ...... Why do good writers.... As a reader , what do you ......

Wants
Some reading material books / research articles about ( on strategies and research conclusions)

1. Assessment (For and as learning)
2. Framing questions/ teaching points
3. Pedagogical leadership/instructional coaching (effectiveness and structures)
4. My next read (Book) - to better understand R/W workshop   (other than Lucy Calkin)

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GOTS: The tool/strategy for identifying needs and planning small groups is very useful.

WANTS: I'm wondering how international schools are fitting the different parts of balanced literacy into their week?

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Gots

I loved the process of lifting the needs from the on-demand task. And also the building a shared understanding as a team - so important.

Wants

How do teachers plan their week?

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Gots - i love the planning idea of dong the what, how and why. Brilliant!

Wants - It just keeps circulating in my head. Some kids have lots of needs. They can't do every small group. How can I balance them with agency and also small group? I feel our school has to many pull out sessions.

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Gots: How to identify and plan for small groups according to monitoring learning.

Wants: To see more routines / action in the reading workshop

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Gots: how assessment informs planning and teaching
wants: to know how reading and writing workshops fit in the students daily/weekly/timetable

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Gots: Importance of writing continuum and the text characteristics in each reading level
Wants: Balancing of time - how strategy groups, guided reading groups, individual conferences fit into the daily schedule

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Gots: The process of unpacking and planning reading and writing units of inquiry using outside resources such as TC units. How to use the PYP documents regarding assessment with reading and writing workshop units of study.  Great ideas for ways to form small group instructions.

Wants: Ideas around strategy groups and working with kids in small groups online.