# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Names:

Unit:

Lesson #:

# data[].attributes.body
Connect with educators around the world!

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
IS Lux_ Inquiry-based Lesson Planning Sheet

# data[].attributes.body
Unit: 1
Lesson 7

# data[].attributes.body
Unit: 1

Lesson: 8

# data[].attributes.body
Unit 1
Lesson 8

# data[].attributes.headline
It was great to hear that inquiry can be such a big part of this, rather than a directly taught mini lesson. - Joe

# data[].attributes.subject
It was great to hear that inquiry can be such a big part of this, rather than a directly taught mini lesson. - Joe

# data[].attributes.body
I appreciated the reminder about the different ways to teach during the mini-lesson (demo, example & explain, guided practice, inquiry). I'd like to explore these further so that I get better at choosing which one to use during a particular lesson.

# data[].attributes.body
I got out of it different ways to provides scaffolding during the Teach -- 1.  Demonstration 2.  Example and Explain 3.  Guided Practice 4. Inquiry.   I was reminded to reframe the the  Teach as "What?  How?  Why?)

I also got more perspective on the Connection.  It's not just what we did yesterday.   It's how does this fit within the larger context of our inquiry.

Wants:
I'm looking for tips to better support writers who struggle getting their ideas down on paper.  I feel like I spend a disproportionate amount of time on those students and often find that they continue to struggle after conferences.  Any conferencing suggestions to help writers reluctant / struggling writers develop greater independence would be appreciated.

# data[].attributes.headline
GOT: Giving students agency by allowing them on what to focus or write on. It is 'okay' for them not to necessarily focus on the day's mini-lesson.

# data[].attributes.subject
GOT: Giving students agency by allowing them on what to focus or write on. It is 'okay' for them not to necessarily focus on the day's mini-lesson.

# data[].attributes.body
Melissa

# data[].attributes.headline
Crissy                                              Got:

# data[].attributes.subject
Crissy                                              Got:

# data[].attributes.body
Turning the TP into a question.

Want:
Tips with Conferring. After a conference I notice that some of my students are still struggling with transferring the conference info. into their own writing.

# data[].attributes.body
EKC

# data[].attributes.headline
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.subject
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.body
EKC

# data[].attributes.headline
The Warm-up: An important addition to virtual conferences

# data[].attributes.subject
The Warm-up: An important addition to virtual conferences

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
Kiya [2] - Research, Decide, and Compliment.mp4

# data[].attributes.body
EKC

# data[].attributes.body
Matt Glover

# data[].attributes.attachment_link.readable_text
Special Offer: Save 30% off our list price automatically when you buy 15 or more.

Part One
Ch. 1: Increasing Engagement Through Choice of Genre
Ch 2: Choice of Genre Through Craft and Process Studies
Ch. 3: Teaching in Craft and Process Studies

Part Two: The Units
Ch. 4: Launching Writing Workshop: Fostering Self-Direction
Ch. 5: Reading Like a Writer
Ch. 6: Using Strategies to Find Topics
Ch. 7: Finding and Developing Independent Writing Projects
Ch. 8: Launching the Use of a Writer's Notebook
Ch. 9: Independent Genre Study
Ch. 10: Planning
Ch. 11: How to Have Better Peer Conferences
Ch. 12: Revision
Ch. 13: Genre Overview
Ch. 14: Illustration Study
Ch. 15: Using Illustrations and Text to Create Meaning in the Upper Grades
Ch. 16: How to Make Paragraphing Decisions
Ch 17: General Craft Study
Ch. 18: Using Punctuation as a Crafting Tool
Ch. 19: Using Text Structures as Crafting Tools
Ch. 20: Author Study

"How do you ensure that children become engaged enthusiastic writers? Read Matt Glover's book Craft and Process Studies. Delightful to read and highly practical, it shows us how to teach writing so that children become and continue to be engaged while expanding their writing repertoire. It is the antidote to orthodoxy in the writers' workshop. Thoroughly illustrated with concrete examples and videos, it offers multiple versions of units as flexible frameworks inviting us to innovate responsively and purposefully."-Peter Johnston

"After reading Craft and Process Studies, teachers will walk away with a thousand ideas to help them 'genre bust.' That's my term! Matt's argument that students need significant periods of time to write outside of conventional genres is strong, rational, and compelling."-Ellin Oliver Keene

"In Craft and Process Studies, master teacher Matt Glover recovers a key, maybe the key, principle of writing instruction-choice. Too often, students are marched through genre units, often presented as distinct types, with little opportunity to write about what matters most to them. Genre becomes not a resource, but a constraint. A means becomes an end. Matt retains the idea of a units of study, focusing on processes and issues of craft that can apply to whatever genre the student might choose. In the best tradition of mentor texts, these units build insights inductively, by a careful study of what authors actually do. What's more-we get to see Matt in action, conducting conferences and mini lessons in over forty video clips."-Thomas Newkirk

"Matt has long been a passionate advocate for student choice, and in this book he shows teachers how to put choice at the center of all their planning and decision making. What a gift to be able to learn from Matt's years of experience doing this work in so many different classrooms. There's no question you will think so much more expansively about the teaching of writing after reading this book. If you've ever felt like your students were boxed-in by the narrow confines of genre study after genre study, you'll find so many possibilities for breaking out of that box and supporting student writers with smart, bold studies that lift the level of their work in genres they have chosen for themselves."-Katie Wood Ray

"Matt Glover's Craft and Process Studies is my new favorite book on the teaching of writing! Not only does Matt make a compelling-and essential-argument for including units of study in our writing curriculums that give students the opportunity to choose the genres in which they write, but he also shows us how to do this by detailing seventeen beautifully realized units of study on process and craft." -Carl Anderson

"Writing is a content area, and Matt's generous, joyous, crystal-clear, and thoughtful compendium of all things worth teaching about craft and process in addition to genres, will help teachers build a compelling and robust year of learning for young writers. Stunningly, if students could be in classrooms that follow his map for how such units could go, I believe that genre knowledge would take care of itself! After you read and underline every other sentence, as I did, you will want to meet with your colleagues immediately to begin planning your next writing study."-Katherine Bomer

# data[].attributes.attachment_link.description
Special Offer: Save 30% off our list price automatically when you buy 15 or more. Part One Ch. 1: Increasing Engagement Through Choice of Genre Ch 2: Choice of Genre Through Craft and Process Studies Ch. 3: Teaching in Craft and Process Studies Part Two: The Units Ch.

# data[].attributes.body
Danling Fu, Xenia Hadjioannou, & Xiaodi Zhou

# data[].attributes.attachment_link.description
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,...

# data[].attributes.headline
Culturally Responsive Teaching and the Brain

# data[].attributes.subject
Culturally Responsive Teaching and the Brain

# data[].attributes.body
Zaretta Hammond

# data[].attributes.attachment_link.readable_text
From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

# data[].attributes.attachment_link.title
Culturally Responsive Teaching and The Brain

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Kylene Beers and Bob Probst

# data[].attributes.attachment_link.readable_text
"Disrupting Thinking is one of the best books I've read about the power of books to disrupt complacency and promote change and the role teachers play in that disruption. Skillfully, these authors address the continuum of education K-12, making this book ideal for colleagues to read and share horizontally and vertically across grade levels."
-- Sarah Mulhern Gross, English teacher at High Technology High School, contributor to The NY Times Learning Network

"We're living in a world of social media and fake news have the potential to shape who we are and what we believe. Through the strategies presented in Disrupting Thinking, teachers see clearly how to help students become active participants in constructing meaning, as they respond, question, and challenge, so that in the end they become more responsible citizens in our world."

-- Mindy Hoffar, All Write Consortium Director

"Beers and Probst tackle one of teachers' greatest challenges: student apathy. They show us not only how to "teach struggling readers but how to teach readers to struggle." And then they go the next step and show us how to turn the apathetic reader into a lifetime reader. And for both, we are grateful."
-- Danny Brassel, Ph.D., consultant and author. Author of The Lazy Readers' Book Club

"We need students who can do more than answer questions. Tomorrow's leaders need to be able to ASK questions. This is an excellent book for all teachers whether they teach reading, language arts, or science or history. Whether they teach elementary, middle, high school or college, or at home - EVERYONE who is around children needs to read this book. It is short but powerful. I have spent over 30 years in education, and I have taught every level from pre-school through university, and this book brought me back to the WHY and HOW of teaching. It is short and easy to understand for non-teachers. As an educator it reminded me of the good things we do in teaching, but stated in their research that all of this has bee set aside to focus on numbers and passing tests - the bane of a real educator's life. Children start out loving books and reading, but by middle school that hate reading because educators are just having them study vocabulary, answer questions, and nothing more. Most schools have taken away quiet or silent sustained reading, when research shows that it works and is needed. At the same time, many schools still do round-robin reading when research shows that it does NOT work. What works: students must be given choice in what to read, we must increase the amount they read, they must be encouraged to read aloud to a partner or parent, we must teach questioning strategies and model that process, and we MUST let go of the silent classroom and encourage students to talk about their reading with other students. Many teachers believe a quiet classroom is one that is in control, but our students need to talk to each other about their reading and their work. Letting go is a critical skill for educators in this fluid and rapidly changing world. Reading builds the following: knowledge, improves overall achievement, increases overall motivation, increases vocabulary, improves writing, build background knowledge, improves understanding of text structures, develops empathy, and develops personal identity.

Please get this little book, read it, then apply the ideas to the children in your life or classroom. Please." --Texas Rose

Provided via Amazon Vine

"If you haven't read anything by the dynamic duo Bob Probst and Kylene Beers and you are a teacher, you must! Their collaborative writing is highly readable, self-deprecating, witty, and on point. But don't be sidetracked by the entertaining repartee: their ideas about teaching are powerful, disruptive, and do-able. Don't think the double entendre of the book's title isn't intentional. While they propose and illustrate tangible ways in which we can disrupt the thinking of our students while reading (or prompt students out of what we thought were nonthinking stupors--Beers and Probst are passionately clear that we're wrong on that count), the duo is intentionally disrupting modern groupthink about teaching. If you only read 3 professional books this summer, make them: 1) Disrupting Thinking, 2) Notice and Note, and 3) Reading Nonfiction (in that order). Yes, like Star Wars, the third book in the series is really where it all begins. Disrupting Thinking outlines the philosophical underpinnings of their Notice and Note strategies. Without an understanding and willingness to embrace the philosophy behind Notice and Note, the signposts will be little more than another set of isolated reading strategies. Trust me, I taught the Nonfiction Notice and Note strategies as isolated reading strategies the first time (I know, I know, the book is clear on not doing that, but my role was to teach demonstration lessons rather than a daily core class). Like any isolated strategy, it doesn't work; kids won't and/or can't transfer their learning. I thought my flaw was a lack of text complexity. I taught the strategies but then students never needed to use them because they understood the texts without them. After reading "Disrupting Thinking," I understood that the attitude toward reading has to be in place for the Notice and Note signposts to be useful. In other words, students have to CARE enough about the text to use the strategies to figure it out. Disrupting Thinking only has one real strategy, and it is deceptively simple and powerful to the core. They call it: BHH (Book * Head * Heart). It can be taught at any level as a mindset for reading: What does the book say? What am I thinking as I read? What's in my heart while I read? (my paraphase, not theirs) The revolutionary idea is that we have to approach reading as something that changes us. When we teach our students to anticipate that what they read will change them one page at a time, then everything about how they read and how we teach reading changes, too. Simple, right? But how many teachers are out there teaching reading as anticipating change? Yet how many teachers out there read to be changed themselves? TONS. So our job is to come at reading with our students the way we do and make it matter. Somehow this simple yet powerful idea resonated with me in a way that all the book love authors have not. It's more tangible and more realistic than sharing your love of reading. They've pinpointed WHY we love reading: because it changes us. Now just because you've read my sad little synopsis, don't assume you can pass up this book. To circle back, Beers and Probst are incredible authors; their book comes with video links that I haven't even delved into yet, and you need to hear it from the two of them for yourself. You'll learn much more along the way, such as their take on recent education and reading debates, authors they look to, sample conversations to help imagine using the strategy in class, lovely sample anchor charts, etc. Is this book going to give you 24 lesson plans like Notice and Note? No. Is this book going to make those 24 lesson plans work? Yes. Get it, read it, and give it to a colleague to read, too." --Julie

Provided via Amazon Vine

"This honestly reminds me of things like why children hate reading and schools killing the love of reading, both the subject and titles of articles and discussions in education. As an English teacher who hates to write, but loves to read, this helps me feel better about the process. I love diving into a new book and sharing it with my students. I honestly got started writing book reviews because my students would see me reading something and immediately ask to read it next. It got to the point where I couldn't remember who was next and what that particular book was about because I had moved on to something new. Writing little book reviews on my classroom webpage and having a wait list made it easier for me to keep track. Knowing that we read for pleasure far more often than we read for any particular literary device or testing strategy is far more important for building lifelong literacy. I love that Beers addresses this and focuses on talking about the relationship of book and reader to engage in comprehension. Trying to figure out motivations and connections to the literature helps me connect and I have always wanted to share that with my students. I love that there are books out there that make me feel validated and can easily be shown to other parents or teachers to stress this importance." --Jennifer Miller

Provided via Amazon Vine

"I only wish that this book would be as popular in schools as Beers previous book was. Unfortunately, the education industry does not put priority on personal meaning in learning, so I think that this is a book that will have to be pushed out by individual teachers and leaders in schools, as well as involved parents. Within the first couple of chapters, Beers sets out why reading even matters- beyond the basic ability to find answers in text. After all, the best readers are usually ones that were read to as children, who saw their own parents or other family members reading for pleasure, and who read for pleasure themselves. And why do they read for pleasure? Because reading has meaning beyond their test scores. Going further, Beers also reminds us that contemporary careers and careers of the future do not want employees that can just repeat back information; they want employees that can make meaning out of what they read, make connections, and create their own ideas from what they have read.

This is an enjoyable read for teachers, school leaders, and parents alike. I especially like it as motivational summer reading for teachers that are getting ready to return to school." --Mom to 2 Boys

Provided via Amazon Vine

--This text refers to the paperback edition.

Kylene Beers is an award-winning educator and is the author of When Kids Can't Read: What Teachers Can Do, Notice and Note: Strategies for Close Reading, Adolescent Literacy: Turning Promise into Practice, and Elements of Literature, the literature textbook read by the majority of middle school and high school students across the US. She began her teaching career in 1979 in the Alief School District, outside of Houston. Texas. Since then, she has become an internationally-known and respected authority in literacy education. Beers works tirelessly to help parents, teachers, and national policy makers understand how to best help struggling readers. In 2008-2009, she served as President of the National Council of Teachers of English and in 2011 she received an NCTE Leadership Award. She has served as a consultant to the National Governor's Association Education Committee, was the editor of the national literacy journal Voices from the Middle, taught in the College of Education at the University of Houston, held a reading research position in the Comer School Development Program at Yale University School of Medicine, and has most recently served as the Senior Reading Advisor to the Reading and Writing Project at Teachers College, Columbia University.

Robert Probst, Ed.D., is an author and consultant to schools nationally and internationally. He speaks to administrators and teachers on literacy improvement, particularly issues surrounding struggling readers and meeting standards. Bob is Professor Emeritus of English Education at Georgia State University and has served as a research fellow for Florida International University. He has served as a member on the Conference on English Board of Directors, an NCTE journal columnist, and a member of the NCTE Commission on Reading. In 2004 he was awarded the NCTE Exemplary Leadership Award presented by the Conference on English Leadership.

--This text refers to the paperback edition.

# data[].attributes.attachment_link.keywords[]
disrupting thinking: why how we read matters

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - reading & phonics

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / reading & phonics

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - reading & phonics

# data[].attributes.attachment_link.keywords[]
teacher resource; professional development; create engagement; encourage thought

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / reading & phonics

# data[].attributes.attachment_link.title
Disrupting Thinking: Why How We Read Matters

# data[].attributes.attachment_link.description
Buy Disrupting Thinking: Why How We Read Matters: Read Kindle Store Reviews - Amazon.com

# data[].attributes.body
Dr. Katie Egan Cunningham

# data[].attributes.attachment_link.description
Children come to school to become better readers, writers, and thinkers, but they also walk into classrooms hoping to be happy. Katie Cunningham argues that happiness must be as much of a priority in teaching as proficiency or achievement. When teachers intentionally design curriculum with joy at it…

# data[].attributes.body
Andrea Honigsfeld

# data[].attributes.headline
How best to cater for the unique learner profiles.  How much scaffolding becomes leading....how do we allow for individual development?

# data[].attributes.subject
How best to cater for the unique learner profiles.  How much scaffolding becomes leading....how do we allow for individual development?

# data[].attributes.headline
I wonder what to do when certain students are not applying anything from the mini lessons or even conferences?

# data[].attributes.subject
I wonder what to do when certain students are not applying anything from the mini lessons or even conferences?

# data[].attributes.headline
How can we replicate a conference for virtual learners with just Google comments for example (when an actual video conference is not possible)?

# data[].attributes.subject
How can we replicate a conference for virtual learners with just Google comments for example (when an actual video conference is not possible)?

# data[].attributes.body
I appreciated the reminder about the architecture of a conference. I want to keep this architecture in mind during conferences, because I sometimes leave out parts. I want to get better at asking questions during the Research part of the conference.

# data[].attributes.body
Wants- When conferencing with striving writers some students really struggle to identify what they have been focusing on, what inspires them and where to go next. I would like some more tools to have an authentic conference (that is not too teacher led) with writers who struggle with agency and responding to more open-ended inquiry questions about their work.

# data[].attributes.body
Want:
I'm keen to start to build a conferencing tool kit - I wonder if this would work better if done as a grade level, or whether it would be better as an individual creation.

# data[].attributes.body
Got -  Building "Coaching" into my conferences.  Allowing students time to try out the strategy and then checking back in with them to see how it.  I will also be better about conferencing with a mentor text / my own writing to better show "What+Why+How"

Want - I understand the structure of one-on-one conferences.  I feel less confident though in small group conferences.  I'd like to know more about how to make these effective.

# data[].attributes.body
Got: The importance of quality conferencing.
Want: Voice and choice to be part of our classroom culture.

# data[].attributes.body
The quote from Liz Prather was powerful.

# data[].attributes.body
The reminder of the architecture. It's a good reminder to include all aspects. I have been focusing a lot on the research, decide and compliments and the teaching part excluding the linking during the individual conferring.

# data[].attributes.body
Got:
The reminders of the architecture of the conference as well as the different levels of scaffolding we can use within our teaching were really helpful.  I also really loved the video between Tonya and Kiya, it always helps to see these theoretical ideas turned into reality.
Want:
Students who still struggle to even form a cohesive sentence, much less a cohesive paragraph or story:  How to coach them while letting them keep their voice and without "overteaching".

# data[].attributes.body
I wonder if you might have an example of a conference with a more hesitant student.

# data[].attributes.headline
The Warm-up: An important addition to virtual conferences

# data[].attributes.subject
The Warm-up: An important addition to virtual conferences

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
Alice, Part 2 - Research, Decide, Compliment.mp4

# data[].attributes.headline
Questions for getting to know students as readers, writers, and people

# data[].attributes.subject
Questions for getting to know students as readers, writers, and people

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
Questions to Know Students as People, Readers, Writers

# data[].attributes.headline
Being Intentional with Choice - Might you provide two or three choices out of the six?

# data[].attributes.subject
Being Intentional with Choice - Might you provide two or three choices out of the six?

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
5W & 1H Framework - Intentional Choice Options

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
What might you take, tweak, and/or synthesize?

# data[].attributes.body
What might you take, tweak, and/or synthesize?

# data[].attributes.body
EKC

# data[].attributes.headline
Supporting Culturally and Linguistically Diverse Learners

# data[].attributes.subject
Supporting Culturally and Linguistically Diverse Learners

# data[].attributes.body
EKC Connections Interview with Dr. Andrea Honigsfeld

# data[].attributes.body
Building a conferencing tool kit including peer mentor texts. We can use efforts by this year's students to build up the kit.

# data[].attributes.body
Remembering to include the forever stance
Finding a balance of time spent on teacher writing and student conferring

# data[].attributes.headline
It was interesting to think about bringing in home-language vocabulary when discussing important concept words. Melissa does this really well and is something for me to think about.

# data[].attributes.subject
It was interesting to think about bringing in home-language vocabulary when discussing important concept words. Melissa does this really well and is something for me to think about.

# data[].attributes.body
EKC

# data[].attributes.body
Got:
-Modeling struggle.
-Always think about authenticy and purpose by posing the question "Who might benefit from reading your work?"
-Planning Word Study Bends, alternating between Vocabulary and Conventions.

Wants:  I'm looking forward to studying the Padlet more closely for additional resources.  Thanks!