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3 things I learned
2 things I want to try
1 wondering I still have

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Tracking Conferences and Small Groups across two weeks

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Tracking Conferences and Small Groups across two weeks

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Tracking Conferring & Small Group Work - HKCA

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More resources like the EKC Text Complexity Cards that tell us WHAT we should be teaching our students in the workshops in a simple and clear format.

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Reading conference notes
Importance of shared reading to little kids.

Wants: Architecture of conference

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Text level and complexity

Want: How to implement

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Thank you for sharing the complexity cards. Very practical for us to follow and use.

Got & Want:
Understood what to do for the reading conference with research, compliment and decide, teach, coach...but how can we do it EFFECTIVELY with every child in the amount of time that we have?

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Want: implement it.

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Research, Decide and compliment, Coaching.

Want
How to implement in the current scenario.

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The architecture of a conference

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Got - Different types of conferencing
Want - How to implement it effectively in the period of time

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Got to know that how we can help our readers by assigning
appropriate level of Books.

Want to know that wether need to repeat the same book and ask reader to read again or we need to to give them another book to read.

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Text level and complexity

Want
To try the the complement in readers/writers workshop

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Level A - K

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Level K-Z

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Amanda small group on information writing

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Got: specific in number of things we are teaching. and can we expand on what they know.

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Got: specific in number of things we are teaching. and can we expand on what they know.

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Want : How to apply it in our current mode of teaching.

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I don't know how I can do it with the current situation.

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how helpful is mini lesson, to help kids with more in-depth understanding for writing.

Want
When back in face to face, how to keep up with the focus, or longer attention span to in order make them understand better.

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Planning for a small group for targeted students.

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I would like to learn more strategies to teach mini lessons and planning for small group.

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I would like to learn more strategies to teach mini lessons and planning for small group.

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Small groups are important and effective.
Want: Create a mini chart to solve the problem

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Want: I would love to learn more about the strategies for the "how" (e.g. the one you have about sound it out, swipe with your finger...)

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Want: I would love to learn more about the strategies for the "how" (e.g. the one you have about sound it out, swipe with your finger...)

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planning small group activity for targeted students.

Want: Would love to learn the strategy of spelling difficult words.

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Got: Identifying needs of my students and planning lesson based on it.

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Got: Identifying needs of my students and planning lesson based on it.

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Planning for a small group

Want
To figure out how to do it while social distancing.

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I am putting together a bank of WW minilessons for Grade 1 and would love access to examples from other schools/grades to pull from.

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Got: Teach in small groups only for several students who don't understand and teach a mini lesson if most of the students don't know/ understand it.

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Got: Teach in small groups only for several students who don't understand and teach a mini lesson if most of the students don't know/ understand it.

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-Being very explicit/specific in number of things we are teaching.
- Groups are created strategically, pre planning helps

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TC PreK - G6 Informational Writing Progressions

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TC PreK - G6 Informational Writing Progressions

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TC Pre-K-G6 Narrative Writing Progression

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TC Pre-K-G6 Narrative Writing Progression

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Advancing Literacy (formerly TCRWP) is a research think tank and staff development organization based at Teachers College, Columbia University. The videos in this...

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Predictable Needs Formative Boxes Template

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Predictable Needs Formative Boxes Template

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Predictable Needs Formative Boxes - HKCA

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"Lens Focused" Formative Boxes Template 

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"Lens Focused" Formative Boxes Template 

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Architecture of Assessment RC-Fic.- HKCA

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Mini lesson architecture.

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I would like to apply the mini lesson   as it is interesting. I haven't done it before.

Want: The mini library and folders of finished and unfinished work. i think these are great for children.

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Got- Mini lesson architecture and framework model of the workshop.

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Got- Mini lesson architecture and framework model of the workshop.

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Got: The idea of having a proper class library and how it will help the students when they choose books to read
Want: How to implement the reading and writing strategies more effectively

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Great Idea for having mini lessons . And using this time to execute them.

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Great Idea for having mini lessons . And using this time to execute them.

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How to work and try with new reading and writing strategies.

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How to work and try with new reading and writing strategies.

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The reminder that we can use printed text or online books in class.

Reading in front of us on line then moving to a break out room so they can share some part of what they have read.

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Loved the idea of Mini lesson.
The moral document.

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The breakdown of time spent on mini-lessons, conferring, doing and sharing.

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Got: how to incorporate literacy/ reading with the unit in class and how to do mini lessons

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Got: how to incorporate literacy/ reading with the unit in class and how to do mini lessons

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How can we create a successful environment for the children to thrive in. When we don't have many books or a library. Also don't want to rely on 'online' material, as it's already too much screen time that the kids have.

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I loved the idea of our schedule being a moral document. We put first what we value most and how long we allow for something to happen shows how important it is. For our classrooms to be truly student-centered, teacher talk time should be well-considered in comparison to student work time. The Montessori work cycle approach is a great example of how reliable and predictable structures promote student agency and creativity. "Freedom within limits" was the Montessori mantra

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Focus on planning around mini-lessons that match up with unit learning outcomes
Use breakout rooms for conferring and 1:1 time
Find Writer's workshop folders we have already ordered

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Print out a stack of text and allow students to choose one and bring it to their table to read. The next time, ask them to choose something else.

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Possible next steps:
* Sorting out reading books for students - explore more levelled books
* Whisper phone!
* Colour coordinating for finished or unfinished work
* Utilise technology while on campus for extra reading time -
* Use virtual reading room to find resources and books students that focuses on our grade level

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Reading and Writing
Possible next steps:
-Spend more time practicing rather than teacher teaching
-Choose books that children like/interested in. Create a mini library

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During in class readers workshop  use ipads so everyone can have time to access text.

Online - reading their own book and move to small groups to share

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Possible next steps:
1. Imaginary phone
2. Creating a virtual library with more books of choice
3. Using colours to mark finished an unfinished work
4. Incorporating a mini lesson in our plan.

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Possible next steps with our workshop:
- Get more books
- Some sort of library
-

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EKC

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HKCA -  Inquiry Based Minilesson Planning

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Possible Next Steps With OUR workshop:
-

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from striving to thriving: how to grow confident

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / general

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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literature - study and teaching (elementary)

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / general

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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From Striving to Thriving: How to Grow Confident, Capable Readers

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Amazon.com: From Striving to Thriving: How to Grow Confident, Capable Readers (0078073051960): Harvey, Stephanie, Ward, Annie: Books

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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by Chris Gadbury

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Tammy Mulligan, Clare Landrigan

The term "lifelong reader" is more than a slogan or jargon in a mission statement. Lifelong readers need passion, agency, and a sense of inquiry in their reading lives. They also need books.

In It's All About the Books,Tammy Mulligan and Clare Landrigan share the systems they have developed over the last... more

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Tammy Mulligan, Clare Landrigan The term "lifelong reader" is more than a slogan or jargon in a mission statement. Lifelong readers need passion, agency, and a sense of inquiry in their reading lives. They also need books. In It's All About the Books,Tammy Mulligan and Clare Landrigan share the systems they have developed over the last...

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EKC

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Dr. Jan Burkins & Kim Yaris

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

Educators everywhere are concerned about students whose reading development inexplicably plateaus, as well as those who face challenging texts without applying the strategies they've been taught. When such problems arise, our instinct is to do more. But when we summarize text before reading or guide students when they encounter difficult words, are we leading them to depend on our support? If we want students to use strategies independently, Jan and Kim believe that we must question the ways our scaffolding is getting in the way.

Next generation reading instruction is responsive to students' needs, and it develops readers who can integrate reading strategies without prompting from instructors. In Who's Doing The Work?, Jan and Kim examine how instructional mainstays such as read-aloud, shared reading, guided reading, and independent reading look in classrooms where students do more of the work. Classroom snapshots at the end of each chapter help translate the ideas in the book into practice.

Who's Doing the Work? offers a vision for adjusting reading instruction to better align with the goal of creating independent, proficient, and joyful readers.

Learn more about Who's Doing the Work? Lesson Sets.

Learn more about Who's Doing the Work? Independent Library Collections.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

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EKC

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Advancing Literacy (formerly TCRWP) is a research think tank and staff development organization based at Teachers College, Columbia University. The videos in this...

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natashya@erinkentconsulting.com

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EKC Connections

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From Clare Landrigan