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"The Bible" for mini lesson ideas, conferring with readers and goal setting!

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"The Bible" for mini lesson ideas, conferring with readers and goal setting!

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Book and Accompanying Videos are SOOO well done!

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Book and Accompanying Videos are SOOO well done!

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If you are thinking about moving away from steady diet of whole class novels Kate Roberts' provides this how to guide for incorporating choice for your students!

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A wealth of information that can support Tier I and II small group instruction.

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timely and thought provoking!

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Thought starters

See how Rick structures his guided reading system Peer discussions are used to deepen understanding See how Rick uses silent reading and individual tasks tailored to each student?

School Details

Jefferson Elementary School
1400 Ada Street
Berkeley CA 94702

Data Provided By:

Teachers

English Language Arts Math / 5 / Teacher

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Rick's Reading Workshop: Complete Lesson

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Rick Kleine structures his class with mini lessons, reading aloud, peer discussions and silent reading. He also speaks individually with his students, giving each a focused task for improvement to increase their comprehension and enjoyment, while making them better readers.

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Serravallo's class engagement survey will provide eye opening real world data for you to use to inform your independent reading time.

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Practical guide to help you look at small group instruction with new eyes!

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Use in conjunction with the DIY Literacy video series free on Vimeo. Demonstration notebooks can be a game changer!

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Video series to inspire your creation of teaching tools! Great for all grade levels but especially intermediate and up.

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For Middle School (and high school) ELA folks...how to get it all in and do it well in 180 days!!

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Today on the Heinemann podcast, a special read aloud podcast from . Kelly Gallagher and Penny Kittle are co-authors of the new book 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents.

Their book is a reflection of a year-long collaboration of planning and teaching. It is a core resource for any educator who feels the push and pull between planning an engaging curriculum and the shortage of time.

We've invited Kelly and Penny to read aloud from selected sections of 180 Days. There was much to choose from... so, we've broken this special event into two episodes.

Today in part I, Kelly and Penny share their core teaching beliefs, and strategies for generating creative and meaningful writing. Be sure to look for part II of the authors' read aloud next week on the Heinemann Podcast.

***

To learn more about 180 Days visit heinemann.com, or click here to read more related blogs! Below, take a tour of the accompanying online resources!

Kelly Gallagher teaches at Magnolia High School in Anaheim, California. He is the author of several books on adolescent literacy, most notably Readicide and Write Like This. Kelly is the former co-director of the South Basin Writing Project at California State University, Long Beach and the former president of the Secondary Reading Group for the International Literacy Association. You can follow him on Twitter @KellyGToGo

As a professional development coordinator for the Conway, New Hampshire, School District, Penny Kittle acts as a K-12 literacy coach and directs new-teacher mentoring. In addition, she teaches writing at Conway's Kennett High School and in the Summer Literacy Institutes at the University of New Hampshire.

Penny is the author of numerous books including Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers; Children Want to Write (coauthored with Thomas Newkirk); and Write Beside Them: Risk, Voice, and Clarity in High School Writing. You can follow her on twitter @pennykittle

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Today on the Heinemann podcast, a special read aloud podcast from . Kelly Gallagher and Penny Kittle are co-authors of the new book 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents. Their book is a reflection of a year-long collaboration of planning and teaching.

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A writing conference is, first and foremost, a conversation. The word conversation suggests so many things about the way you should talk with your students. The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

It's important that you teach students about one aspect of writing in each conference. This one aspect could be:

A strategy for navigating a stage of the writing process, such as how to come up with a topic or edit a draft

A craft technique, such as how to write an effective beginning (or lead) for a piece of writing or use transitions

A point of grammar or mechanics, such as how to punctuate a sentence with a period or set off a dependent clause with a comma

If you try to teach two or three things in conferences, they will go on for too long-and students won't be able to take in so much teaching, no matter how well intentioned. Helping students grow as writers is a long-range project. Across a school year, you'll have many writing conferences with students-and whatever you don't address in one conference can always be a focus later.

Teaching students to be better writers require that you learn to navigate the three parts of a writing conference. Within each part, there are one or more conferring moves you'll learn to make by using intentional language.

When you ask the question, "How's it going?" at the beginning of writing conferences, you're doing much more than inviting students to talk about what they're doing as writers. The question initiates your relationship with each student and deepens each of these relationships in subsequent conferences.

In conferences, the student becomes known to you as a person, a writer, and a learner. As you come to know each child, you shape and adjust your teaching for that child. Students, too, learn a lot about you in conferences. Through conferring, you become known to your students. For most students, getting to know you helps them be more comfortable and open to learning in conferences.

The relationships that grow out of writing conferences are not the by-product of conferring-they are one of the important goals, since these relationships are so central to students' growth as writers.
***
Learn more about A Teacher's Guide to Writing Conferences at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

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When you ask the question, 'How's it going?' at the beginning of writing conferences, you're doing much more than inviting students to talk about what they're doing as writers. The question initiates your relationship with each student and deepens each of these relationships.

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Set up similarly to the Reading Strategies book. Essentially "cookbook" style for class and student writing goals.

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Great Tool for meeting small group needs!

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Great Tool for meeting small group needs!

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Broken down by level with hands on tools to use.

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Reading and writing teaching tool, assessment tool, student reflection tool ....this one does it all!

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Great community of educators with tips for using Serravallo's Books!

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Wonderful blog filled with great thoughts and ideas!

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Wonderful blog filled with great thoughts and ideas!

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A meeting place for a world of reflective writers.

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https://blog.heinemann.com/what-is-a-writing-conference

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Short bursts of great PD to listen to on the go!

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Teachers Ask Jen Serravallo brings the popular and familiar Ask format to professional development podcasts for teachers.
The questions come from real teachers like you, and Jen s answers are brief, thoughtful, and succinct. Think of it as bite-sized PD, or just-in-time professional learning for teachers.
Topics cover reading strategies, student engagement, reading assessment, reading conferences, read-aloud, small group instruction, guided reading, close reading, independent reading, reading workshop, book choice, motivating students, coaching, mentoring, and other topics that help teachers improve their inquiry-based and research-based teaching of reading and writing.
Jennifer Serravallo is the author of several well-known books for educators, including The Reading Strategies Book, Literacy Teachers Playbook Grades 3-6, Literacy Teachers Playbook Grades K-2, Independent Reading Assessment - Fiction, Independent Reading Assessment - Non-fiction, Teaching Reading in Small Groups, and Conferring with Readers.
Her website is www.jenniferserravallo.com. She is a frequent blogger and is active on Twitter @jserravallo and on other social media.

Teachers Ask Jen Serravallo brings the popular and familiar Ask format to professional development podcasts for teachers.
The questions come from real teachers like you, and Jen s answers are brief, thoughtful, and succinct. Think of it as bite-sized PD, or just-in-time professional learning for teachers.
Topics cover reading strategies, student engagement, reading assessment, reading conferences, read-aloud, small group instruction, guided reading, close reading, independent reading, reading workshop, book choice, motivating students, coaching, mentoring, and other topics that help teachers improve their inquiry-based and research-based teaching of reading and writing.
Jennifer Serravallo is the author of several well-known books for educators, including The Reading Strategies Book, Literacy Teachers Playbook Grades 3-6, Literacy Teachers Playbook Grades K-2, Independent Reading Assessment - Fiction, Independent Reading Assessment - Non-fiction, Teaching Reading in Small Groups, and Conferring with Readers.
Her website is www.jenniferserravallo.com. She is a frequent blogger and is active on Twitter @jserravallo and on other social media.

Jennifer Serravallo podcast is fabulous

I only wish I'd found this earlier! Will there be any new episodes? I love this on so many levels. I'd love to ask a question.

Very helpful

Great mini pd for teachers in the throws of balanced literacy!! Great advice and she is so knowledgeable.

The Best PD & it's free

This is my favorite podcast. The best PD in a short amount of time. It's like having Jen Serravallo as my own personal literacy coach!

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‎Teachers Ask Jen Serravallo on Apple Podcasts

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‎Teachers Ask Jen Serravallo brings the popular and familiar Ask format to professional development podcasts for teachers. The questions come from real teachers like you, and Jen s answers are brief, thoughtful, and succinct. Think of it as bite-sized PD, or just-in-time professional learning for t...

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A great read for new primary teachers looking for information about workshop model or veterans seeking inspiration.

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Nuts and bolts of conferring from the master!

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ELA.RL.K.10

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature K-\x80\x935

K: Kindergarten

10: Actively engage in group reading activities with
purpose and understanding.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RF.K.3a

Common core State Standards

ELA: English Language Arts

RF: Reading Standards: Foundational Skills (K-\x80\x935)

K: Kindergarten

3a:
Know and apply grade-level phonics and word
analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one
letter-sound correspondences by producing
the primary or many of the most frequent
sound for each consonant.

b. Associate the long and short sounds with
common spellings (graphemes) for the five
major vowels.

c. Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What routines and expectations does Ms. Coufal have in place in order for the workshop to run smoothly?

2. How does Ms. Coufal use her conference time with students?

3. How does the workshop model support all students, especially English Language Learners?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

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Students in Emma Coufal's kindergarten class participate in reading workshop. Workshop begins with a phonics game, followed by a mini lesson on using pictures to figure out words in a text. Next, students break off into pairs for a mix of independent and paired reading while Emma confers with students.

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Levels J and up!