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https://ekc.padlet.org/sarahshannon2/MalvernP3_4WritingWS

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Applying the WS Framework to Distance Learning

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Applying the WS Framework to Distance Learning

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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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sarah@erinkentconsulting.com

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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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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential.

Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through:

a wider and more comprehensive look at its place within a coherent literacy system

a refined and deeper understanding of its complexity

an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson

the teaching for systems of strategic actions

a rich text base that can support and extend student learning

the re-emerging role of shared reading as a way to lead guided and independent reading forward

the development of managed independent learning across the grades

an in-depth exploration of responsive teaching

the role of facilitative language in supporting change over time in students' processing systems

the identification of high-priority shifts in learning to focus on at each text level

the creation of a learning environment within which literacy and language can flourish.

Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts.
Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons

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Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell.

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Post an action artifact below (e.g. a minilesson planner, a picture of a chart/ teaching tool you made, a teaching point you crafted into a question, a picture of your classroom library, a photo of your readers at work!)

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P3&P4: Inquiry-based Minilesson Planning Sheet

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EKC

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What are some of the promises we make to the readers in our care?

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Flow of Teaching Points - Example Malvern 

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Another Example of a Flow of Teaching Points

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Another Example of a Flow of Teaching Points

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From Growing Readers, Kathy Collins. Learning Goal - Readers will be able to share and take care of books.

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Readers will be able to share and take care of books

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Components of Balanced Literacy with Video Links EKC

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I promise to grow/develop a love of reading through exciting discoveries and experiences

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I promise to grow/develop a love of reading through exciting discoveries and experiences

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1. To give agency to our readers
2. To support at the level(s) of each pupil
3. To challenge and extend
4. To teach a love/enjoyment of books/reading
5. To motivate our readers

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I promise to continue to read and share texts as a class. Enjoying a moment to pause and understand reading for pleasure.

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I promise to make the reading workshop friendly for all pupils to open up themselves.

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I promise to make the reading workshop friendly for all pupils to open up themselves.

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I promise to promote a love of reading and encourage the exploration of different genres.
To help pupils develop personal reading preferences.

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I promise to take what I have learned throughout the workshop and try my best/push myself to try it out and implement it.

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1.To help pupils identify more words and establish enjoyment for reading at their level - help them to make better book choices to match their reading skills
2. To continue to acquire better reading strategies
3. To help pupils to elevate their reading comprehension and inferencing skills and gain a better understanding of what they are reading

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1. To develop a love of reading.
2. To focus on strategies more.
3. To actually stick to my timetable and do reading when I say I will!

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I promise my pupils would have some self Chinese reading time every lesson to arouse their reading interest.

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Got - I liked seeing a mini-lesson run through
Wants: I like to see more ideas on engaging very reluctant readers

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Gots: Seeing the mini-lesson was very useful and knowing that, like writers workshop, the pupils have the agency to choose if it is a strategy they want to work on that day or not.
Wants: Lots to think about in terms of working with the pupils to create an engaging class library.

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GOT: I like how it is a similar format to writers workshop, which allows consistency for both pupils and teachers.

WANT: How frequently should RW lessons be taught?

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Gots:
a clear picture of how reading minilesson is

Wants:
does every student has their own book to record their reading process? if so, is there an example to share?

Thanks!

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Gots: Seeing a mini lesson in action including hearing the language used.
Wants: How can we be more engaged during the workshop? Can we go off and try things and then come back and get advice from each other?

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From Jennifer Serravallo's Connecting with Students Online

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Research - Decide - Teach Conference

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Level Bands AB - KLM

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Text Complexity K-2 Tool for Supporting Readers.pdf

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Accuracy Strategy from The Reading Strategies Book

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Accuracy Strategy from The Reading Strategies Book

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Comprehension Strategy from The Reading Strategies Book

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Comprehension Strategy from The Reading Strategies Book

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Fluency Strategy from The Reading Strategies Book

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Fluency Strategy from The Reading Strategies Book

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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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Please bring an action artifact to our next session that you'd like some feedback on (recording of a reading conference, recording of a strategy group, or a lesson plan for a strategy group). We're going to create time and space for small group feedback sessions! You are invited to post that artifact here on our Padlet as well if you'd like.

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Please bring an action artifact to our next session that you'd like some feedback on (recording of a reading conference, recording of a strategy group, or a lesson plan for a strategy group). We're going to create time and space for small group feedback sessions! You are invited to post that artifact here on our Padlet as well if you'd like.

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The text complexity cards look really useful! I will definitely laminate sets for my class :)

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I understand the idea of how small group work when children are reading different texts can work. My want is - how can i ensure the confidence of a child who might be a struggling reader isn't impacted by being with children reading higher texts even if the skill being taught is the same?

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Ms Benoit's lesson that she did with 3A and Ms Fitz

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Ms Benoit's lesson that she did with 3A and Ms Fitz

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Ellie P3 teacher - Video of mini lesson and conference

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Ellie P3 teacher - Video of mini lesson and conference

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Thank you to Morgan for helping to edit the video!

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From F&P Guided Reading Responsive Teaching Across the Grades

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Many thanks to for letting me share these books, co-authored with , as ebooks. For some ideas on how to use them and some descriptions of the ways they are connected, you may want to read this blog . These books are part of the Who's Doing the Work? collection for the K-2 Lesson Sets from Stenhouse. If you are interested in the lessons that go with them, you can download a set of free, sample lessons (reading art, read aloud, shared reading, guided reading, and independent reading) and learn more about the lesson sets,

More books are coming! To receive notification when additional books are added to this collection or other resources are added to this site, complete the form below.

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Virtual collection of beginning reading texts by Jan Burkins and Kim Yaris

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This pages includes flipbooks of fiction beginning reading titles by Jan Burkins and Kim Yaris. They are companion books for lessons in the WHO'S DOING THE WORK? K-2 Lesson Sets.

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Flyleaf Publishing - Online Materials Portal

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Click on on any book cover below to begin reading, or use the Menu to navigate.

Use the book's homework button to open a downloadable homework packet.

Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

*Foundational Skills Guides and Close Reading Guides are sold separately and are not available as online resources. Visit flyleafpublishing.com for details about our instructional guides. **If you do not currently have access to SMART Notebook software, you can download it here: SMART Notebook.

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For Instructors - Flyleaf Publishing - Online Materials Portal

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Online Materials PortalFor Instructors Click on on any book cover below to begin reading, or use the Menu to navigate. Use the book's homework button to open a downloadable homework packet. Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

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for supporting decoding and beyond

how it works

Beyond Decodables aims to support young readers' success in reading by allowing children the chance to decode words in a meaningful context. Our collection of complimentary books, created in collaboration with Boston Public Schools, are highly research-based and approved by experts, teachers, and children. Using our Six Aspects of Beyond Decodables, learn about how these books were written to support Pre-K-2 students and teachers.

We suggest using our resources for small group reading activities.

Pick

Print

View

Most texts are available in digital editions (projectable PDFs) and printer-friendly editions.

Print using "two-sided, short edged binding." Fold or staple together for a finished book.

decodable books for kids

Pick Your Sets of Texts

deepen your practice

Check out our founder, Dr. Julia B. Lindsey's new book, now available everywhere books are sold.

In this book, Dr. Julia B. Lindsey's evidence-based routines help young readers decode words efficiently so they can spend more energy on comprehending-and enjoying-what they read! You'll find:

​

● Need-to-know essentials of how kids learn to read.

● Principles of high-quality foundational skills instruction.

● Teacher-approved instructional "swaps" to improve early reading instruction.

​

Reading Above the Fray addresses content learning, culturally responsive practices, and the importance of engaging readers from the start.

subscribe to
beyond decodables

Get downloadable texts and resources sent straight to your inbox. Join our mailing list for exclusive access to newly added resources for decoding and beyond.

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Free Books for Kids | Beyond Decodables | Teacher Resources

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Beyond Decodables provides access to free kids books online with a focus on phonics and diversity. Kids books include decodable words related to CVC words, consonant diagraphs, CVCe Words, Multisyllabic Words, Consonant Blends, and Long Vowel Patterns.

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Ben P3 teacher - Strategy group planner (Making predictions with evidence)

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Ben P3 teacher - Strategy group planner (Making predictions with evidence)

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P3-P4 Strategy Group Planner - Malvern (3)

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Guided Reading Planner
Guided Reading Example Plan

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GOTS: Guided Reading vs Strategy Group difference

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GOTS: Guided Reading vs Strategy Group difference

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GOTS: Thinking about the guided reading structure when planning my lessons

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GOTS: Thinking about the guided reading structure when planning my lessons

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In thinking about providing powerful feedback for readers through conferring and small groups, how are things going? What's going well? What's feeling tricky? Please share an action artifact and/or reflection  based on what you've tried since our last session so we can continue growing ideas together! 

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In thinking about providing powerful feedback for readers through conferring and small groups, how are things going? What's going well? What's feeling tricky? Please share an action artifact and/or reflection  based on what you've tried since our last session so we can continue growing ideas together! 

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I’m finding it tricky online to form strategy groups. Usually you can easily walk around and see what students need to work on but online this is more challenging. I am wondering if anyone has any advice about this? Anything that’s been working really well for others?

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We have been working on this strategy and I can see such an improvement in question asking since the first time we introduced the strategy. 

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Strategy: Asking questions during, before and after reading

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Strategy: Asking questions during, before and after reading

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Ideas for what the rest of the class could be doing during guided reading. Especially online. How can we make sure that they are staying engaged?

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Upper Grade Guided Reading (J and Above)

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Upper Grade Guided Reading (J and Above)

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Watch the strategy group session in breakout rooms. Pause when needed to discuss and note observations and findings.

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Guided Reading Plan Example

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What information do you want to gather about your readers? How might you gather that information?

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I used to think... Now I'm thinking...        

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I used to think... Now I'm thinking...        

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Assessment Conference/In Book Running Record

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Assessment Conference/In Book Running Record

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In reply to Dani's message (3A), I currently have one online reading session a week where the class is separated into groups roughly based on reading level for guided reading.

I read with two groups for 20 minutes each, TP takes a group in a separate zoom call and LE take's another group, so their are 4 groups in total.

I am thinking of using my guided reading time to introduce my groups to reading strategies. We will then apply them together through the shared text.

I will try this out in my next session to see how it goes.

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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.