Skill vs. whole child observation. Looking beyond the skills and lens view.

Wants: Phonemic awareness, Handwriting readiness. Growing verbal communication for quiet students.

Wants - Uninterrupted play, classroom management during play focusing on observation, documentation, safety and ensuring that there is purposeful play.

Wants: More examples of literacy play (centers, provocations, invitations) that are more open-ended.

-Challenging explorations that keep them engaged for a meaningful amount of time.

-How does an invitation/provocation lead to a sustained and growing engagement?

-How do I extend the learning for high fliers and support struggling learners? How do we cater for all needs especially with learning standards?

-A class demo that shows the above in the context of a math and/or science block.

Shift- Strategies for building background knowledge

Shift - Strategies for building background knowledge

-Explicit pre-teach of vocabulary

-Explaining while reading

Shift:

-Intentional planning

• background knowledge

• pre-teaching some words or vocabulary

Shift:

• teaching too many words or vocabulary as we read along, choose important ones only

Shift: more word category as part of my regular instruction practices. Focused print concepts, it's always there but it is not preplanned.

Shift: In the vocabulary section --> New meanings for known words

-Quick planner

-Photo examples

Wants:

-More photo examples and if possible video examples of children using them and how they are differentiated.

-Tips for starting the next school year.

A clearer understanding of provocation vs. invitation.

The baskets of simplified planning (letters and sounds, phonological awareness...)

WANTS:

Student voice in our classroom documentation.

Practical examples

Wants - We are open to new ideas

3 to 5 day planner

reassuring that we are doing the right thing

with nudges

reflecting on how we fit shared reading into our daily routine

Wants -

How can we set up an environment that promotes more flow or connectedness in the learning opportunities.

How can students have more voice in the documentation. Especially what goes up on the wall or on display.

Documentation

Colorful furniture (working on ordering natural materials over time)

Bright carpets (ordered muted ones)

Bring in more cultural items.

More real items in dramatic play.

Names in multi language

Multi lingual environment (arabic)

-Student work

-Reference materials that they can use and easily access

-Turn down the fluorescent lights

-Extra stuff and limit store-bought decorations

-wall spaces that our students could interact with (i.e. middle white board partition)

-eye-level displays for students