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IS Genoa 3-5 Classroom Libraries - Google Jamboard

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Chris Gadbury

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EKC

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Connect with educators around the world!

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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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Email: sarah@erinkentconsulting.com
Twitter: @srvshannon

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IS Genoa Inquiry-based Minilesson Planning Sheet

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Helping them grow as a reader.
Interested in reading, finding that joy, finding books that they can engage with and enjoy.
Learning vocabulary.
Deeper converstations, comprehension.
Feeling successful regardless of genre and skill.
Play to interests, know their interests.
Feedback to feedforward.

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Discuss which one you might try..

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 Conferring with a UNIT Lens - Reading G4

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Assessment Conference/In Book Running Record

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Assessment Conference/In Book Running Record

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ISG 4th Grade Reading Assessment - Characters

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ISG 5th Grade Reading Assessment - Main Idea & Details

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Comparing and Contrasting Fairy Tales (K-2)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Comparing and Contrasting Fairy Tales (K-2)

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Make a copy:)

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How might we use the planning process to plan effective and efficient small group strategy lessons?

EXAMPLE 1 - Learning new vocabulary in nonfiction texts

EXAMPLE 2 - Identifying themes in texts

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Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

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"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

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Now Available Separate from the Units of Study for Teaching Reading!
The Guide to the Reading Workshop, first introduced as a part of the Units of Study for Teaching Reading, is now available for separate purchase. The Guide can be an essential manual for principals, curriculum coordinators, coaches, and others who are supporting implementation of Units of Study -or for anyone wanting to learn more about reading workshop.

The Guide to the Reading Workshop offers a comprehensive but concise introduction to:

The Units of Study Series: mission, background, history, relationship to state standards including CCSS

The essentials of reading instruction

The big picture of a reading workshop

The architecture and principles that inform minilessons

Classroom management in reading workshop

Effective conferring and small-group strategies and resources

Ways to launch and teach into book clubs

Using read-alouds to teach the skills of proficient reading

The special importance of nonfiction reading

Supporting all learners: RTI, using data to drive instruction, supporting ELD

A Guide to the Writing Workshop: Primary Grades
A Guide to the Writing Workshop: Intermediate Grades
A Guide to the Writing Workshop: Middle School Grades
A Guide to the Reading Workshop: Primary Grades

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A Guide to the Reading Workshop: Intermediate Grades

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Now Available Separate from the Units of Study for Teaching Reading! The Guide to the Reading Workshop, first introduced as a part of the Units of Study for Teaching Reading, is now available for separate purchase.

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https://www.stenhouse.com/content/whos-doing-work

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Descriptions

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Descriptions

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Bray and McClasky

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how to personalize learning: a practical guide for getting started and going deeper (corwin teaching essentials)

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personalized learning; universal design for learning; udl; blended learning; personalization

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How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials)

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Amazon.com: How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials) (9781506338538): Barbara A. Bray, Kathleen A. McClaskey: Books

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Learner Agency Continuum - Google Jamboard

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Penny Kittle

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Pernille Ripp

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One of the pillars of our reading community is the daily book talk. While I used to do them once in a while, I was spurred on by the wisdom of Penny Kittle to do one every single day, which I have now fully embraced for the past few years.

So in the last few years, I have done a book talk almost every single day right after we finish our independent reading. It takes less than two minutes and is fairly simple. I used to plan them out much more but realized that it added another level of work to my already jam-packed day and that it didn't seem to make a difference to the students whether I did a pre-scripted one or one that was more spur of the moment. So this is what our book talks look like now.
Preparation:

1. Pick the text you will book talk - note this can be a chapter book, audiobook, a collection of short stories or whatever you feel like blessing as Linda Gambrell reminds us.

2. I like to book talk a variety of new books I have read as well as older books that haven't been discovered yet. One place I look to for inspiration is what my students have recommended in the past.

3. Decide your angle: Are you book talking it because you read it and it was amazing? Because you abandoned it and need someone to prove you wrong? Because you added it to the library but haven't read it?

4. Prepare your visual. I like to project the cover of the book so that students can easily write down the tile. I also put any genres abbreviations on the slide and whether or not is a more mature book.

5. Have the physical book ready to hold up and hand to someone or place on a designated book talk shelf or display.

During the book talk:

Keep it short and sweet. I tend to say a few sentences about the book and why I liked it/abandoned it/purchased it and then read either the first page, the inside flap or the back cover. I love these teasers as they are already made for us.

Have the book ready to hand out. The only time I break this recommendation is when I just finished a book and I want to book talk it to all of my classes. Then I try to find extra copies beforehand, such as from our school library.

Students should have their to-be-read list out which is located either in their readers' notebook or using the Goodreads app. This is a routine expectation we start with the very first week.

Pointers:

Start to transfer ownership of the book talks to students fairly early on, you should not be the only one book talking a book. I love using the 30-second book talk idea to help students become more comfortable with the format and also ensure that everyone participates.

If I am the one doing the book talk there is only one given, if it is students, then there can be up to three depending on their length. Again, this is short and sweet, not the actual teaching point of the class.

If many students want to book talk their book, consider making it the teaching point and dedicate a lesson time for it or have them do a speech about their favorite book.

Keep an anchor chart or some sort of visual of which books you have book talked, not only does it provide a reminder to students about the books shared, but it also allows you to ensure that you are providing inclusive book talks that do not just fall under one genre, cultural heritage or some other category.

Place book talked book the same place so that students know where to find them. We have a book tree that serves as everyone's place to recommend books so that is where they go.

Check to see if there are book trailers available. I still think the book trailer for The False Prince by Jennifer A. Nielsen has convinced more students to read the book than I ever have, and I love that book.

I have loved doing daily book talks and also getting them from students and I now see them as a vital component of any thriving reading community. When we book talk a book it is the invitation into a relationship with that book for all of our students, what a powerful teaching tool that is.

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One of the pillars of our reading community is the daily book talk. While I used to do them once in a while, I was spurred on by the wisdom of Penny Kittle to do one every single day, which I have...

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Stephanie Harvey & Annie Ward

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Tammy Mulligan & Clare Landrigan

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It's All About the Books - Mulligan, Landrigan

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How to Create Bookrooms and Classroom Libraries That Inspire Readers. A practical yet detailed guide to creating a system where classroom libraries and bookrooms work seamlessly to make it easy for teachers to find books to engage and scaffold all students in a school community.

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Stephanie Harvey and Annie Ward

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How to Turn Striving Readers Into Thriving Readers: The 3 Best Ways to Teach Students to Love to Read

We understand that children learn to read by reading. We know that kids need access to books they want to read; time to read; and loving, knowledgeable teachers who trust them as powerful learners and know how to build on their strengths. We know that an affirming approach rooted in love (like we know all teachers have for their students) yields powerful results and turns striving readers into thriving readers.

How do you go From Striving To Thriving? You reflect the trust, teach, transform mindset to provide students with access to books that will jolt their hearts and turbocharge their minds.

1. Trust: We recommend that you claim your rightful role as a professional decision-maker. Study the research, gather the data, and trust yourself to make wise and informed instructional decisions for your strivers every day. At the same time, trust your strivers-trust that with access to abundant books, time to read books they choose, expert instruction, and a chance to learn what reading is and how it works, they will become confident, capable readers because you've ignited a spark that will burn bright.

2. Teach: Recognize as well the critical role of sensitive, thoughtful teaching that is informed continuously by research and assessment. Remember, we are always teaching the striving reader, we are not teaching a program.

3. Transform: We're firm believers that to fall in love with reading forever, all it takes is getting lost in one good book. When that happens, we discover that reading is one of life's greatest pleasures. We advocate for our strivers every day so that they, too, will experience nothing short of the transformative joy and power of reading.

We have championed teachers throughout our careers. In our book, we invite you to meet your students with positive expectancy and nurturing approval. We encourage you to introduce strivers to the widest, wildest array of texts and endorse their choices without judgement; to let go of labels; and, above all, to believe wholeheartedly in every child. In these conditions, reading growth isn't merely possible, it's inevitable.

So trust the book, trust the reader, trust the research, and above all, trust yourself as the professional closest to the reader to implement instructional practices that best serve the kids in your class! Happy reading!

To discover how you can turn your striving readers into thriving readers, you can purchase the book here.

About the authors of this post:
Stephanie Harvey
Stephanie Harvey is the president of Stephanie Harvey Consulting. After 15 years of public school teaching, both in regular education and special education classrooms, she worked for 12 years as a staff developer for the Denver-based Public Education and Business Coalition. She presents around the world and works with educators, schools and districts to implement progressive literacy practices. She has written a number of books and resources including Strategies That Work (Stenhouse) and The Comprehension Toolkit series (Heinemann) She is the co-author of From Striving to Thriving: How to Grow Confident, Capable Readers (Scholastic).
Annie Ward
Annie Ward is Assistant Superintendent for Curriculum and Instruction for the Mamaroneck Public Schools in Westchester County, NY. Prior to that, she was a Local Instructional Superintendent for the New York City Department of Education, Supervisor of Curriculum and Instruction for the Ridgewood, NJ, Public Schools, and a middle school English teacher. She is the co-author of From Striving to Thriving: How to Grow Confident, Capable Readers (Scholastic).

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We understand that children learn to read by reading. We know that kids need access to books they want to read; time to read; and loving, knowledgeable teachers who trust them as powerful learners and know how to build on their strengths.

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I would like to try having the kids come up with how to organize the library and work on organizing in based on their ideas in the next couple days!

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Anne Kathryn is excited to help us organized our books.  She is a great resource!

Also, jot some book ideas for the Book Fair.  We'll get them!

Thank you, Sarah!!!!

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Each week, I would like to try to do a mini book talk to recommend a book that might appeal to different students. After doing this a couple weeks, I'll invite students to do the same.

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The first thing I need to do is some pruning. I can start this right away, and continue throughout the week. Then, maybe have a few students help reorganize.