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I like the choice board for writing strategies, i.e. virtual seminars

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Planner 1: Anticipating Whole Group & Small Group Learning Toward a Goal

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Planner 1: Anticipating Whole Group & Small Group Learning Toward a Goal

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What might we compliment? What might we teach?

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Reading & Writing Workshop in International Schools FB Page

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Reading & Writing Workshop in International Schools FB Page

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

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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colleen@erinkentconsulting.com

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cailin@erinkentconsulting.com

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https://us02web.zoom.us/j/88969511024?pwd=aVl3MWFjaHFRYXpxd0NBL01LSFFZZz09

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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https://us02web.zoom.us/j/83687712447?pwd=NVYrM084OGFjYTdubXZQS0FEd0xzQT09

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Find your grade level board and add your thinking!

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ISB - Promises We Make - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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What might we compliment? What might we teach?

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Take a step at a time: got
Keep it simple: want

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I really liked going through each part of the lesson, and my favorite was looking at the type of questions we should use to learn about how students are thinking about their reading on writing. Instead of asking questions where they have to guess what I want them to say.

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Got: Refreshed on parts of my practice that may be a bit rusty/dusty. Loved the rephrasing of TP's with inquiry lens.
Want: Go deeper in to student ownership and agency in literacy.

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I'm wondering what the ISB data currently shows as our areas for growth as practitioners to give us teaching goals as teams.

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I'm happy to be reminded about the different approaches we can use at various steps of the workshop and how they can enhance the understanding for kids.

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I appreciate the “Instead of” ideas - this validates my own commitment to inquiry learning and respecting students’ interests.
Caryn G3

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Great reminders about the important use of phrasing and presuppositions.

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Great reminders about the important use of phrasing and presuppositions.

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Got: A lot of confirmation of good teaching practices. Reminders of the joy of conferencing with children.
Wants: Tips and tricks for how to go this better in a virtual/hybrid model.
Sara G3

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I'd like to see more about incorporating translanguaging in your sessions.

Marie-G4 EAL

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I'm curious to explore connections between today and the UDL work we are also exploring.

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G3 I'd like to learn about the writing strategy menu idea for virtual learning.

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G3 I'd like to learn about the writing strategy menu idea for virtual learning.

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I would love to explore the intersection of UDL, Translangauging, and Workshop. How do we ensure that our literacy approach isn't just working for the 'teacher proof learners' but for all of our learners... Thanks! :)

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Got: reminder about engagement and building agency instead of continuing with "Today I want to teach you..."

Want: time to think about our current unit in WW and build some ideas for mentors in order to engage with either: Demonstrates, examples, and pieces to inquire about...(possibly looking at past mentor text of G2 students)

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The menu board with the mini-strategy videos - seems very doable, esp if use Zoom recordings of the mini-lesson

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The importance of keeping the mini-lesson short and the active engagement loooong!

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I am wondering how we can better utilise the vast amount of workshop expertise on staff to take us further faster.

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Thank you for this! The simple twist in questioning to provide a more inquiry lens will be my action step. And looking forward to planning progressions for small group!

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Gots: We're doing a lot of great things in workshop already!

Wants: What can we do to help students balance their academic needs and their social/emotional needs during a trying time?

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Good reminders about how we phrase our teaching points. Let's not forget to frame them in ways that catch students' attention, though.

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Thank you for sharing all of these wonderful practices and ideas.  I look forward to giving them a try.  Re-framing the teaching point will be one of many next steps for me.

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Yes, the strategy board with mini videos to allow kids to realize what they already do.

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Gots:
-Agentic Environment - includes not just physical space but also our words and actions.  Our words communicate capacity!
-Reframing our teaching points

Wants: Tips and Tricks for the workshop framework in our virtual setting.

Lori G3

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Using language to communicate agency. This is is such a powerful tool!

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Thank you for the concise breakdown of the architecture of a workshop - this structure so applicable across grade levels and subjects. I love the reminder to assume positively and to ask the right kinds of questions! - Shannon, Elementary Sub

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I appreciated the visual of the framework for workshop - the practice time for students vs mini-lesson and share. An excellent reminder on how to allocate our time and make sure to incorporate all three aspects (mini lesson, practice and share). Thank you.

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I'd like to explore the idea of a single mini-lesson teaching point delivered to the whole class and the implications of this idea vis à vis accessibility.

Marie =G4 EAL

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Got: Suggestions for small group work, agency in language of workshop delivery
Want: Specifics and research that backs how to help ELL/LS students within the "philosophy" and resource.

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Planner 1: Anticipating Whole Group & Small Group Learning Toward a Goal 

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Planner 1: Anticipating Whole Group & Small Group Learning Toward a Goal 

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Make a copy of use as a guide

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Planning for Whole & Small Group Learning Toward a Goal

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Planner 2: Planning Across a Week Toward a Goal with Student Data

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Planner 2: Planning Across a Week Toward a Goal with Student Data

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Make a copy or use as a guide

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GOTS - What's a takeaway for you? What's resonating? 

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GOTS - What's a takeaway for you? What's resonating? 

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WANTS - For choice sessions in November, what do you want to explore further? 

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WANTS - For choice sessions in November, what do you want to explore further? 

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GOTS - What's a takeaway for you? What's resonating?

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GOTS - What's a takeaway for you? What's resonating?

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WANTS  - For choice sessions in November, what do you want to explore further? 

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WANTS  - For choice sessions in November, what do you want to explore further? 

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Small Group Structures to Support Readers

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Word Study Small Group: Possible Structure & Example

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Word Study Small Group: Possible Structure & Example

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Word Study Small Group: Another Possible Structure & Example

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Word Study Small Group: Another Possible Structure & Example

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Planner 2: Planning Across a Week Toward a Goal with Student Data

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Planner 2: Planning Across a Week Toward a Goal with Student Data

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Examples: Word Webs, Word Matrix, Word Wall, Making/Breaking, Sorting 

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Examples: Word Webs, Word Matrix, Word Wall, Making/Breaking, Sorting 

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Make a Copy before planning.

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Got - Thank you for giving us time to plan/think through a goal for students.

Want - I'd love the opportunity to think about our EAL students. How can we better support our language learners in reading/writing workshop units? Integrating EAL language standards perhaps?

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Copy of Self-Assessment Small Groups.pdf

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Got - matching methods with needs
Want - discussion and education around teaching decoding and how this fits into the workshop model

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Takeaway- setting explicit goals and really matching types of groupings to match that. Keeping the reader at the forefront.
Wants- how to make connections with UDL and literacy so that we connect the 2 different types of PD we are focusing on this year. Planning of units through that lens especially around different ways to assess and for children to show their learning

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Wants - In Grade 1 - exploring more ways to implement ideas from The Six Shifts (SOR) into strategy groups, shared reading, and guided reading.

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Deeper dive into science of reading research, how it can be better implemented in a busy K-2 balanced lit classroom

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I would love to explore further ways to support student self-evaluation: student-created rubrics, using checklists, etc.

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GOTS: really loving looking at the different instructional strategies and analyzing when is the best time to use them.

WANTS: looking at data accurately and quickly to instruct

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How to approach shared writing with 3-5.

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(Vera)Gots: Time with our "Alike' groups to share 

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(Vera)Gots: Time with our "Alike' groups to share 

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Wants: Ways for students to effectively track their goals, reflections over thecourse of a semester/year

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Gots: Enjoyed looking at different reasons for implementing different structures for small group conferring.
Wants: More time with grade level team to revise units.

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I would like to look more at the inquiry method.

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I appreciated the idea to have students mark up student texts as a way to deconstruct the writing. Also, correcting teacher writing (with teachers making deliberate - or perhaps even unintentional - mistakes) sounds like students would really enjoy this.

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Quickly and efficiently make small strategy groups on the fly. 3 minutes after a lesson with team and co-teachers.

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Break writing down to smaller pieces; practice smaller, then build

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I would love to work on grade level specific units with the consultant.

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Got: clearer on when to use strategies and how to maximise.
Got: some good planning docs.

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Wants: To see how teachers use students for peer conferencing, using students as experts. 

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Wants: To see how teachers use students for peer conferencing, using students as experts. 

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How to make small groups quickly!

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WANT:  New science of reading research
GOT: Review of readers workshop

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Got- reminder about focusing on small section of text for shared writing.

Wants- students co-constructing writing/ reading rubriks for purpose of peer conferencing.

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Got:  Opportunity to think through a specific learning goal.

Want: Highlights of the most current reading research linked to specific applications for the classroom.

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Option 1 - Implications of Current Research for Early Reading Development 

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Option 1 - Implications of Current Research for Early Reading Development 

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This session will not focus on what current research says, but instead will focus on the implications of current research for us and our readers. "Why?" "When?" and "For whom?" will continue to be our guiding questions as we explore five classroom practices to support growing readers.

ZOOM LINK

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Option 2 - Harnessing Agency through Self Assessment Small Groups

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Option 2 - Harnessing Agency through Self Assessment Small Groups

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Explore a structure for supporting a small group of students to: analyze a progression of writing/reading, self-assess their work with a partner, set goals, and take action.

ZOOM LINK

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Option 1 - Efficient Ways to Gather & Analyze Assessment to Inform Writing Instruction

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Option 1 - Efficient Ways to Gather & Analyze Assessment to Inform Writing Instruction

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We will explore a process and tips for using sorting to analyze writing, live trends, and take action with impact in mind.

ZOOM LINK

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Option 2 - Taking an Inquiry Stance in R/W Workshop

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Option 2 - Taking an Inquiry Stance in R/W Workshop

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In this session we'll consider common misconceptions around inquiry, identify where inquiry lives inside of Reading and Writing Workshop, and explore how we might amplify inquiry alongside our readers and writers.

ZOOM LINK

INQUIRY CARD

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Option 3 (Asynchronous) - Efficient Ways to Gather & Analyze Assessment to Inform Reading Instruction

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Option 3 (Asynchronous) - Efficient Ways to Gather & Analyze Assessment to Inform Reading Instruction

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We know how impactful data-informed teaching is and we also know how time-consuming assessment can become.  In this session, we'll explore efficient ways to gather and analyze reading assessment, lift trends, and take action with impact in mind. (25min video + 5min stop & jot)

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Option 3 (Asynchronous) - Shared Writing in the Upper Grades

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Option 3 (Asynchronous) - Shared Writing in the Upper Grades

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Shared Writing is not just for early writers! How might we use this method in the upper grades to scaffold support for writers in small groups, build language, and launch writers into new genres!

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