UWCT: Literacy Workshop as a Framework for Responsive Teaching in the IB PYP by Tonya Gilchrist

A List of Diverse Texts from TCRWP

TonyaGilchrist — 2023-10-23 11:10:41 UTC

Welcoming Schools Book Lists

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Diverse Book Finder

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Curated Book Lists

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Discovering Identity

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Honoring Others

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Tonya's Email

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tonya@tonyagilchrist.com

Tonya's Twitter

TonyaGilchrist — 2023-10-23 11:10:41 UTC

Inquiry, Agency, & Responsive Teaching in International Schools

TonyaGilchrist — 2023-10-23 11:10:41 UTC

Join this Facebook group to connect with educators around the world as well as to access articles and resources.

Tonya's LinkedIn

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Tonya's Instagram

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Tonya's Website

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ILA Reading Research Quarterly - The Science of Reading Progresses

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Nell K. Duke and Kelly B. Cartwright (2021)

ILA - The Science of Reading Comprehension Instruction

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Nell K. Duke, Alessandra E. Ward, and P. David Pearson (2021)

This is Balanced Literacy

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Douglas Fisher, Nancy Frey, and Nancy Akhavan

Reading Above the Fray

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Julia B. Lindsey

Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

Culturally Responsive Teaching and The Brain

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Zaretta Hammond

StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Michelle Kay Compton and Robin Chappele Thompson

Rooted in Strength

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Cecilia M. Espinosa & Laura Ascenzi-Moreno

Translanguaging for Emergent Bilinguals

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Danling Fu, Xenia Hadjioannou & Xiaodi Zhou

What's the Best That Could Happen?

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Debbie Miller

Reading to Make a Difference

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Lester L. Laminack and Katie Kelly

Letter Lessons and First Words

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Dr. Heidi Anne Mesmer

Multisensory Teaching of Basic Language Skills

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Judith Birsh and Suzanne Carreker

The Power of Agency

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Napper and Rao

A Provocation from Nell K. Duke (2022)

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An Active View of Reading (2021)

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October

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Supporting Readers on the Move (A-Z)

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Narrative: Text Complexity Cards (K-Z)

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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For G5+: What challenges does complex nonfiction bring?

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These are meant primarily for secondary school students, but you could adapt them for earlier grade levels if desired.

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What are executive functioning skills? How can they interplay with the reading process?

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Cartwright (2023)

Am I teaching strategies or am I teaching readers to be strategic?

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What has research shown us so far about teaching strategic readers?

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from the Education Endowment Foundation (2020)

What's thriving at UWCT? What's next?

TonyaGilchrist — 2023-10-26 23:23:37 UTC

Please post the picture(s) of your chart(s) below by hitting the plus button at the top of this column.

Questions, affirmations, aha moments, reconsidering prior assumptions...

TonyaGilchrist — 2023-10-26 23:24:33 UTC

Please post the picture(s) of your chart(s) below by hitting the plus button at the top of this column.

TonyaGilchrist — 2023-10-26 23:27:12 UTC

Gots: What resonated the most? What will you carry with you?

Wants: What would you find most helpful to explore and LIVE together IN PERSON?! 🎉🎉

Hit the plus button at the top of this column to share your gots and wants below.

Gots and Wants

2023-10-27 01:48:55 UTC

Gots:

Reading skills are similar to learning to drive, or learning to ride a bicycle. There are numerous skills and cognition going on simultaneously, not in isolation. To be successful these skills/thinking become internalised.
"Teaching readers to be strategic"- I like this!

Wants:

Those students that lack agency- they are stuck. Potentially they have the skills to read independently, and obviously need more mileage (to improve and therefore find it easier) and enthusiasm, yet they are truly stuck- How do we "unstuck" them?!
What is a better assessment tool to Probe?

ECC + G1

acarebecca — 2023-10-31 00:36:45 UTC

Lower Primary

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Upper Primary

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Intentional Design for Phonics Explorations/Lessons

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Planning for Guided Reading in A-J

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Planning for Guided Reading in K-Z+

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One process for planning a strategy group...

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Strategy Group Planning Guide

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Stages of Emergent Storybook Reading

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LOADS of Book Lists

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from Pernille Ripp and her middle school students

Running Records

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Foundational Skills Assessments

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Phonemic Awareness Screening/Assessment

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Reading Performance Assessments

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One way a progression might look...

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This is one way a progression could flow, and it is important to have an idea of what can be possible. However, after discussing this progression and developing a cohesive understanding as a school, it can be ideal to develop your own progression of a writer—for your school and your context. 💞

Look up a Text's Lexile Measure

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A Helpful Correlation Chart

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from Booksource

An excellent resource for looking up a text's level AND for ordering books

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⚠️ A Few Friendly Reminders ⚠️

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Texts can be leveled by complexity, but you don't level students.
A level is a teacher's tool, not a student's label.
Readers have a reading range, and text levels often flow together in bands. (i.e. Think: "within-reach books" rather than "just-right books" when helping students match books with their own reading lives and reading progress.)

One way to monitor and assess fluency...

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Multidimensional Fluency Scale from Timothy Rasinski and Melissa Cheesman Smith (2018)

Possibilities for Free Audiobooks

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TonyaGilchrist — 2024-01-03 13:11:32 UTC

Remember, you might not need an in-depth continuum in your school context. However, what you will likely need is to:

co-create with students what it can look like to grow in an aspect of a skill in a contextualized way
ensure skills are spiraled/woven across and throughout the years in your POI (e.g. We aren't all focused on communication skills all of the time).

That being said, if a continuum is important to your context, check out the possibilities below.

Some possibilities...

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TonyaGilchrist — 2024-03-25 22:53:39 UTC

One process for planning a strategy group...

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Strategy Group Planning Guide

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Revisit these progressions we explored in October...How can they empower your responsive teaching?

TonyaGilchrist — 2024-03-25 22:57:49 UTC

When it comes to literacy, what questions are on your mind? Please hit the plus button at the top of this column in order to post them below. Your questions will be used to build our next session together. 😊

TonyaGilchrist — 2024-03-26 00:01:20 UTC

Early Years

2024-04-24 13:13:50 UTC

We began guided reading in Kindergarten with groups of children at similar levels. However, although they are on similar levels, some children exhibited various skills, such as reading-like behaviour. Among the observations, some are distracted, some are focused, and some are competitive. As a Kindergarten team, we wonder if you have toolkits or strategies to guide and deepen their skills during guided reading.

From discussions #1

acarebecca — 2024-04-26 04:05:32 UTC

Strategy groups: how could we link the A/B doc to our phonics continuum so we use common strategies, etc.?

From discussions #2

acarebecca — 2024-04-26 04:06:10 UTC

Would like to re-look at the exam. of how to document student need. Tonya showed us in Jeff's room (Grade 1)

From discussions #3

acarebecca — 2024-04-26 04:06:30 UTC

How to effectively have fluid groups when some students are "stuck"?

From discussions #4

acarebecca — 2024-04-26 04:07:12 UTC

How do we move more to "just in time" responsive teaching while ensuring we hit all markers (not missing any)?

Non-negotiables

2024-04-30 00:06:16 UTC

Looking to ensure we use "just in time" teaching (not "just in case"), what are some non-negotiable we should all be aiming for in our literacy programme per day or week?

How can we align the new Science of Reading with building a love of reading and inquiry skills?

Planning for needs

tiffanyeaton1 — 2024-04-30 00:36:22 UTC

Planning for the needs -- scheduling, flexibility.

How do we do "just in time teaching" that takes more than 3-8 minutes? How do we forward plan for what skills are needed?

How do we embed opportunities for building fluency and routine?

Thinking skills

tiffanyeaton1 — 2024-04-30 00:38:14 UTC

How do we ensure higher level thinking strategies when every student is reading a different book? How do we show examples, probe further when we haven't all read the book.

Our students are great talkers -- they can make inferences on the fly but when you've read the book you know how/where to wiggle deeper.

Non-negotiables

tiffanyeaton1 — 2024-04-30 00:38:34 UTC

Looking to ensure we use "just in time" teaching (not "just in case"), what are some non-negotiable we should all be aiming for in our literacy programme per day or week?

How can we align the new Science of Reading with building a love of reading and inquiry skills?

TonyaGilchrist — 2024-05-13 23:10:06 UTC

Dimensions of Literacy: What? When? Why?

TonyaGilchrist — 2024-05-13 23:27:46 UTC

Tonya Gilchrist

Revisit these planning guides we explored together in October.

TonyaGilchrist — 2024-05-13 23:33:27 UTC

After exploring the Dimensions of Literacy document, please leave your insights, questions, and next steps below by clicking the plus button at the top of this column.

TonyaGilchrist — 2024-05-14 13:19:10 UTC