TKS K3 by Erin Kent

Virtual Bookroom

erin77 — 2020-09-10 07:09:37 UTC

Balanced Literacy Components

erin77 — 2020-09-10 07:11:45 UTC

Balanced Literacy Components

erin77 — 2020-09-10 07:12:01 UTC

Interactive Read Aloud Prompts

erin77 — 2020-09-10 07:48:27 UTC

Read Aloud Planning

erin77 — 2020-09-10 07:51:46 UTC

Shared Reading Charts

erin77 — 2020-09-10 08:39:52 UTC

The Day My Mom Came to Kindergarten - read aloud

erin77 — 2020-09-12 05:16:53 UTC

Print Referencing Chart

erin77 — 2020-09-12 05:42:51 UTC

Free Guided Reading Books

erin77 — 2020-09-12 10:08:40 UTC

Free Decodable books online

erin77 — 2020-09-12 10:08:57 UTC

Shared Reading - Brown Bear, Brown Bear, What Do You See?

erin77 — 2020-09-12 13:45:28 UTC

Repetitive Book List

erin77 — 2020-09-13 03:11:11 UTC

Shared Reading Planning

erin77 — 2020-09-13 06:16:52 UTC

K3 Interactive Read Aloud - Me, Too!

erin77 — 2020-09-13 09:47:47 UTC

Jabari Jumps!

erin77 — 2020-09-13 10:43:38 UTC

Got: More ideas for read aloud online for distance learning (Learning A-Z) and pointers.

2020-09-13 12:53:46 UTC

Want: More strategies to encourage reluctant readers/writers.
Becky K3

Got: starting to flush out shared reading schedule during distance learning. Meaning what this looks like during live/ recorded sessions.

2020-09-13 12:53:54 UTC

wants: Some ideas for interactive writing during DL

-Sarah B

Stephanie

2020-09-13 12:53:55 UTC

Got: I love the idea of creating digital bookshelves during distance learning.
Want: n/a today

Rikke

2020-09-13 12:54:04 UTC

Got: ideas to integrate into DL
Wants:

Zoe

2020-09-13 12:54:05 UTC

GOT: To share thinking with my K3 colleagues
Want. To keep digging into this.
I have nothing pressing to ask.

Kate L.

2020-09-13 12:54:10 UTC

Got: Lots of modeling - thank you!
Wants: More resources - fave/best books for read alouds, 'mentor texts', compiled list of questions - 'go to's for conferring, etc.

Ahmed

2020-09-13 12:54:10 UTC

Gots: Writing with kids on DL and and story aloud

Dina Got: Ideas of read aloud during DL/ tools to use.

2020-09-13 12:54:12 UTC

Want:

Mel

2020-09-13 12:54:17 UTC

Got: Some wonderful ideas around making our K3 literature/literacy rich
Want: Work with the K3 team and see if any of these planning ideas could be incorporated into our UoI and DL planning

2020-09-13 12:54:19 UTC

Got:
Want:

Gayani

2020-09-13 12:54:20 UTC

Got: How to break the process of read aloud. Modeling strategies.
Wants: Assessment startgies in DL?
And.. strategies for shared writing in DL?

Rie

2020-09-13 12:54:20 UTC

Got: Ideas on engaging students in their reading and writing, insight with example in practice.
wants: looking forward to learn for different strands - balanced literacy

Sara

2020-09-13 12:54:43 UTC

Got: the idea of having a digital bookshelf is very interesting!

Angelle

2020-09-13 12:54:47 UTC

Got: A fun reminder of the components of a balanced literacy program. And use your phone as a document camera!
Want: Common understandings of word study components

Che'te

2020-09-13 12:55:10 UTC

Got: The prompts and planners are very helpful for organizing interactive read-alouds + a better understanding to balanced literacy
Want: How much consistency/flexibility does the K3 team plan to put into place regarding what concepts/ phonics are explored per week?

Matteo

2020-09-13 12:55:38 UTC

GOT: balanced approach to teaching literacy

Want: more examples of children work at each stage

Hannele

2020-09-13 12:57:49 UTC

Got - Wonderful presentation of the components of Balanced Literacy. Loved the idea of the digital bookshelf.

Heidi Anne Mesmer - Print Concepts Shared Reading Example

erin77 — 2020-09-16 03:53:11 UTC

Applying the Code - EKC Connections with Heidi Anne Mesmer

erin77 — 2020-09-16 03:54:18 UTC

Jabari Jumps!

erin77 — 2020-09-16 03:58:11 UTC

Jump, Frog, Jump!

erin77 — 2020-09-16 03:58:19 UTC

Shared Reading - Brown Bear, Brown Bear, What Do You See?

erin77 — 2020-09-16 03:58:25 UTC

The Sounds Around Town

erin77 — 2020-09-16 03:58:32 UTC

Ninja, Ninja, Never Stop!

erin77 — 2020-09-16 03:58:38 UTC

The Proudest Blue

erin77 — 2020-09-16 03:58:46 UTC

Hair Love

erin77 — 2020-09-16 03:58:52 UTC

The Fall

erin77 — 2020-09-16 03:58:58 UTC

K3 Interactive Read Aloud - Me, Too!

erin77 — 2020-09-16 03:59:26 UTC

Architecture of a Conference

erin77 — 2020-09-16 04:01:02 UTC

Decodable texts

erin77 — 2020-09-16 04:01:18 UTC

Planning a Phonics Lesson

erin77 — 2020-09-16 05:48:58 UTC

Free Decodable books online

erin77 — 2020-09-16 05:49:29 UTC

AERO Foundational Skills Benchmarks

erin77 — 2020-09-16 08:41:38 UTC

Letter Lessons and First Words

erin77 — 2020-09-16 10:27:30 UTC

Great resource to understandings and planning for phonics

Teaching How the Written Word Words

erin77 — 2020-09-16 10:27:40 UTC

Good guide to using morphology to help with spelling and vocabulary

Orthographic concepts "One Pager"

erin77 — 2020-09-16 10:28:21 UTC

Data Deep Dive

erin77 — 2020-09-17 03:50:02 UTC

Planning a Phonics Lesson example

erin77 — 2020-09-17 06:25:05 UTC

Planning a Phonics Lesson Visual

erin77 — 2020-09-17 06:26:26 UTC

Spelling Stages - Determining Instructional Focus

erin77 — 2020-09-17 06:35:02 UTC

Gayani

2020-09-17 07:11:42 UTC

Want: How to integrate/merge/incorporate EKC strategies with concept based learning? Especially when planning.

UFLI Alphabet Mat

erin77 — 2020-09-17 07:46:29 UTC

Snap Word Train - Two Writing Teachers

erin77 — 2020-09-17 08:25:40 UTC

SWI - Peter Bowers

erin77 — 2020-09-17 10:32:10 UTC

Matteo

2020-09-17 13:00:12 UTC

Gots
a better understanding of the diverse auditory elements needed that function as a foundation for the development of phonological awareness

Wants
continue to inquire into planning for phonological awareness sessions in small groups

Becky

2020-09-17 13:00:16 UTC

Gots:
Confirmation about things I have been doing and lots more ideas of ways to improve!
Plus the assessment data sheet is a great way to record data.

Wants: Time to look over the padlet with K3 team, for future planning.

Mel

2020-09-17 13:00:16 UTC

Gots: Wonderful feeling of deja va with all the professional learning I have undertaken over the past little while - feeling of pride that the K3 team really are on the 'right path'
Wants: Time - to ponder and work out how to reflect all this deep thinking in our planning

Stephanie

2020-09-17 13:00:17 UTC

Gots: Great ideas for phonological awareness and segmenting!

Wants: (reminder) For children that score very low at naming letters and sounds, please remember to have them also try to identify them receptively from a group of 3-5. Sometimes the results will surprise you - especially with children with articulation difficulties

Gayani

2020-09-17 13:00:18 UTC

Gots: Planning sequence (review, introduce new concept and transfer)
Recording data in way we can see the class at a glance
Want: Developing a shared language with grade 1 to talk about sounds etc with the students

Che'te

2020-09-17 13:00:21 UTC

Gots: The planning template. I will try this out to support my lessons and see how this model works for me.

Wants: Additional strategies to support children with word studies.

Sarah B

2020-09-17 13:00:22 UTC

Gots: The flow of the planning for specific groups (our last break out session) and how/ when to fit that into our DL plan
Wants: more thinking on letter name vs letter sound assessment

Jorge

2020-09-17 13:00:22 UTC

Gots: a better understanding of the scope and sequence.
Wants: Use this to help unpack PE standards

Rikke

2020-09-17 13:00:23 UTC

Gots: planning templates, ideas to use in class

Wants: time to process and think about transferring

Angelle

2020-09-17 13:00:24 UTC

Gots - a sneak peek at zoo phonics, historical background of KG3 at KAUST
Wants- to read Heidi 's book

Fabiana

2020-09-17 13:00:24 UTC

wants
-learn more strategies to implement interactive phonological awareness games during DL

Rie

2020-09-17 13:00:38 UTC

Gots: more insight in delivering literacy with practical strategies.

Dina

2020-09-17 13:00:59 UTC

Gots: planning and assessment

Ahmed

2020-09-17 13:01:05 UTC

Gots: from the assessment the students showed different skills
Wants: use it in Arabic lesson

D

2020-09-17 13:01:11 UTC

Gots:
Phonics can be explicit and systematic. Needs to be intentional and diverse.

Wants:
What is the best order for letter/sound introduction?

Inna

2020-09-17 13:01:43 UTC

Gots: The planning template is very helpful

Wants: Professional readings - have time to explore them further

Kate L.

2020-09-17 13:01:47 UTC

Gots: Lots of good confirmation.
Wants: All good :)

A Squiggly Story

erin77 — 2020-09-20 10:01:30 UTC

3-2-1

erin77 — 2020-09-20 10:03:03 UTC

3 things I learned that I'm excited about!
2 things I'm going to implement straight away (or I've already implemented).
1 wondering I still have....

Planning Writer's Workshop

erin77 — 2020-09-21 03:52:47 UTC

TC Pre-K-G6 Narrative Writing Progression

erin77 — 2020-09-21 08:02:45 UTC

Writing Samples

erin77 — 2020-09-22 06:33:28 UTC

Adding setting to pictures

erin77 — 2020-09-22 09:50:15 UTC

Writing Across Pages

erin77 — 2020-09-22 09:52:40 UTC

Collecting ideas to write about

erin77 — 2020-09-22 09:53:09 UTC

Matching pictures and words

erin77 — 2020-09-22 09:53:43 UTC

Matteo

2020-09-22 12:53:57 UTC

3 things I learned that I'm excited about! Structure of a Writers Workshop (Story writing/Writing)

2 things I'm going to implement straight away (workshop style teaching)

1 wondering I still have (Workshop style during virtual classroom)

Sarah B

2020-09-22 12:54:10 UTC

3-2-1

3 about story workshop in K2, How to implement shared reading and writing in DL, am excited to dig deep with the K3 team to decide how this lives in our classes
2 the shared reading/ writing over a week in the Hybrid model, using more chants
1 I wonder how much we will need to rebuild our writer's confidence once they start writing without their parents next to them and the combination of independence in school and less/ lack there of at home.
Thanks for everything

Che'te 3-2-1

2020-09-22 12:55:15 UTC

3
-Planning writer's workshop
-Conferencing architecture
-Better understanding of a balanced literacy approach

2
-Story/Writer's Workshop
-Planning for shared reading

1
-I'd like a list of books to read on the subject. I will research and buy one today!

3-2-1 -Kate L.

2020-09-22 12:55:18 UTC

3 (4!)
- helpful and clear structures;
- memorable and helpful 'taglines' (forever stance, just in time, not just in case, etc);
- guidance about how to 'nudge' children;
- much authentic modeling - thank you!
2
- individual story folders;
- individual anchor charts during conferring
1
- how can we best make this work within K3 (time with the team to apply to plan, revisit and discuss further 😀)

3 things i le

2020-09-22 12:55:28 UTC

Gayani

2020-09-22 12:55:36 UTC

3 things: Workshop idea for writing and reading, Forever stances and conferring
2 things I'm going to implement straight away - forever stances and conferring
1 wondering I still have. - how plan as a whole team How to move forward so what we learn is sustained and practiced regularly
. (we have many grade level classes)

Rikke

2020-09-22 12:55:41 UTC

3 things I learned - use of forever stances, structure of workshop and the space for differentiating within through the conferring
2 things I'm going to implement - shared writing and read alouds during DL, continue to let children create stories through play and then really focus on the transfer
1 wondering -

Stephanie

2020-09-22 12:56:34 UTC

3-2-1

3 things I learned that I'm excited about!: Learning how to transition from WW to Story Workshop; learning how to coach in to situations and encourage student's to document their play/stories; pausing during read alouds to make connections to mini-lessons
2 things I'm going to implement straight away (or I've already implemented): letting children create stories through play and rehearse them before writing them down; extending their play and then extend the story
1 wondering I still have..

321 Becky

2020-09-22 12:59:01 UTC

3 -workshop structure and strategies to implement

2 - forever stances

1 - individual writing folders

I am wondering how I can best confer and support during distance learning.

Sign up first. It's free!

erin77 — 2020-09-23 03:43:37 UTC

They've also got the teacher handbook available!!!

erin77 — 2020-09-23 03:43:56 UTC

They All Saw a Cat

erin77 — 2020-09-28 13:13:23 UTC

They All Saw a Cat - Amazon

erin77 — 2020-09-28 13:15:01 UTC

https://www.amazon.com/They-All-Saw-Brendan-Wenzel/dp/1452150133/ref=sr_1_1?dchild=1&keywords=they+all+saw+a+cat&qid=1601298886&sr=8-1

Projecting a unit guide

erin77 — 2020-10-04 05:02:21 UTC

Projecting a unit possible planner

erin77 — 2020-10-04 05:02:50 UTC

TC Writing Pathways Resource

erin77 — 2020-10-05 08:21:08 UTC

Example KG rubric

erin77 — 2020-10-05 08:21:21 UTC

Example illustrated checklist KG (and up)

erin77 — 2020-10-05 08:21:44 UTC

Reading and Writing Workshop in International Schools FB Group

erin77 — 2021-01-21 04:18:55 UTC

Faiza Martin

erin77 — 2021-01-21 04:19:06 UTC

fay@erinkentconsulting.com

Twitter

erin77 — 2021-01-21 04:19:19 UTC

@literacylala

Schedule Inquiry

erin77 — 2021-01-23 03:46:33 UTC

Sessions to the right are from initial visit (September 2020)

erin77 — 2021-01-23 03:47:53 UTC

Team members:

erin77 — 2021-01-24 10:48:01 UTC

Possible next steps:

Architecture of a Mini-lesson

erin77 — 2021-01-26 04:28:45 UTC

Think Big - Reader's Workshop Planning

erin77 — 2021-01-26 05:22:12 UTC

Reflection Prompts for Team

erin77 — 2021-01-26 05:22:55 UTC

Personal Reflection

erin77 — 2021-01-26 05:23:24 UTC

Possible Lessons for Planning Using RW structure

erin77 — 2021-01-27 08:32:49 UTC

The Art of Inquiry - Kath Murdoch

erin77 — 2021-01-27 08:53:09 UTC

Flyleaf

erin77 — 2021-01-27 09:02:53 UTC

Decodable texts

erin77 — 2021-01-27 09:03:02 UTC

RAZPlus

erin77 — 2021-01-27 09:03:12 UTC

Digital bookshelf!

2021-01-27 12:52:55 UTC

Becky

2021-01-27 12:57:56 UTC

Help to ensure I organize and schedule more focused Reader Workshop sessions weekly, with short mini-lessons. Plus the idea that it can be flexible over a x2 week schedule.

Che'te

2021-01-27 12:58:07 UTC

Gots:
-How to organize reading workshop
-Possible ways to make sure I have enough time per workshop/scheduling

Wants:

Sarah B

2021-01-27 12:58:07 UTC

wants- what does book distribution look like in COVID times- Partner reading? Whisper tools
Weekly expectations? 3 sessions a week over 2 weeks perhaps?

gots- 20-ish books in the basket- i usually had a bit less

Gots & Wants Lisa B.

2021-01-27 12:58:09 UTC

I appreciate the sample schedules as I need to tweak mine.
I'd like ideas on how to accomodate non english speakers.

Dawn

2021-01-27 12:58:18 UTC

Gots:
-clarity on book boxes/bags, what a mini-lesson is and isn't
-desire to edit current schedule

Wants:
-possible mini-lesson teaching points
-what does it really look like

Jerae

2021-01-27 12:58:34 UTC

Wants: How many sessions will I teach a week?

Rie

2021-01-27 12:58:50 UTC

Gots:
- reviewing the balanced literacy in the schedule/timetable

wants
- reader's worksop mini lessons
- what is the expectation in K3 for balanced literacy looks like

Gots - a better understanding of how to structure a reading workshop

2021-01-27 12:58:52 UTC

Wants - incorporating it into the schedule

Candace

2021-01-27 12:58:54 UTC

gots - happy to watch this all unfold. Happy to support!
wants - please don't forget me (your librarian) in planning conversations. resources drive so much of this work, and we are in this together! :)

Gayani

2021-01-27 12:58:59 UTC

Got: Why scheduling is so important
Wants: More time to create a balanced schedule collaboratively.

Kate

2021-01-27 12:59:08 UTC

Gots: A better understanding of what RW might look like
Wants: Time as a team to discuss and figure out :)

Lama

2021-01-27 12:59:24 UTC

Gots:
Wants: more modeling of how reading workshop looks like.

Fabi

2021-01-27 12:59:24 UTC

Wants- I feel I will need help with the RW mini lessons (teaching points)

Angelle

2021-01-27 12:59:39 UTC

Gots- a better feel for the demands of the K3 day
Wants-

Gayani - Got

2021-01-27 12:59:57 UTC

Mini lesson is not the most important part

Rikke

2021-01-27 12:59:58 UTC

Gots: inspo for scheduling

Wants: ideas for mini-lessons for readers workshop

2021-01-27 12:59:59 UTC

Gots
Book boxes
Schedule

wants
enough time to reading schedule

Ahmed

2021-01-27 13:00:31 UTC

Got: Mini Lesson in the schedule
Great understanding of R&W

Jess and Pam

2021-01-27 13:00:47 UTC

Gots: Promoting wordless picture books to then highlight encoding and decoding. Loved the clarity. that time is not an excuse. We liked seeing schedules that helped teachers to highlight learning goals throughout the week.
Wants: To continue to build a bridge between K3-G1.

Gayani

2021-01-27 13:03:37 UTC

Got/Want: keep the learners love for school and make sure not to jam everything into a one boring jargon but to intentionally delivering lessons to empower kids as readers and writers.

Gayani

2021-01-27 13:04:46 UTC

Got: Ideas for book bags/boxes

Gayani

2021-01-27 13:26:14 UTC

wandering: how to keep the transition from K2 to K3 smooth? Perhaps less is more at the beginning of K3. And then add more to schedules..

EAL suggestions for RW

erin77 — 2021-02-07 03:57:53 UTC

Leverage the Share

erin77 — 2021-02-07 04:21:20 UTC

Pre-A Resources

erin77 — 2021-02-08 07:49:55 UTC

F&P word list

erin77 — 2021-02-08 08:03:58 UTC

Phonics Lesson Planner

erin77 — 2021-02-08 08:04:53 UTC

Small Groups Planning Template - MAKE A COPY

erin77 — 2021-02-08 08:08:29 UTC

Here's What. So What? Now What? Protocol.

erin77 — 2021-02-08 08:59:48 UTC

What do you see? Describe the data. Be as specific as you can. I notice…. I see…. There are…..

erin77 — 2021-02-08 09:10:28 UTC

What does the data suggest? Interpret the data. It seems that…. An assumption we can make is…. The data suggests that…..

erin77 — 2021-02-08 09:11:12 UTC

Now What? What are the implications for teaching & learning? This means that…. Our next steps will need to include….

erin77 — 2021-02-08 09:11:42 UTC

Levels A-I Look fors

erin77 — 2021-02-08 09:13:41 UTC

Sulzby Stages of Emergent Storybook Reading

erin77 — 2021-02-08 09:57:31 UTC

Phonics S&S - adapted from Heidi Anne Mesmer's Letter Lessons & First Words

erin77 — 2021-02-09 04:26:45 UTC

K3 MOY Data

erin77 — 2021-02-09 07:28:07 UTC

Action & Reflection

erin77 — 2021-02-09 12:16:20 UTC

Guided Reading & Phonics Group

erin77 — 2021-02-09 12:19:32 UTC

Small Group Architectures

erin77 — 2021-02-09 12:19:52 UTC

AERO Foundational Skills Benchmarks

erin77 — 2021-02-10 11:17:38 UTC

2021-02-10 12:13:00 UTC

I notice…. I see…. There are…..

Group 4

2021-02-10 12:13:02 UTC

I notice there are more student that are meeting expectation with regards to letter names than sounds.
I see over half of the student represented are at a pre-A level. There are majority of students below expectations in F&P.

Becky/Kate/Ahmed/Sara

2021-02-10 12:13:04 UTC

We notice that 5 students have no letter sounds and 25 students have all letter sounds.

We see that more students know letter names that letter sounds. We see that most students are in the range of first 25 words.

There are less students that do not know letter sounds than do know some/most letter sounds.

There are 105 out of 131 students not meeting F and P expectations (C).

Group 6

2021-02-10 12:13:46 UTC

I see there is no recognition of who is/isn't a native english speaker.
I notice there are 14 children that are currently above grade level. What are the resources to help children who are so far ahead?

Group 2: Dawn/Matteo/Gayani

2021-02-10 12:16:46 UTC

25 students are below level of letter names
20 students are below with letter sounds
1 student have no letter names 15 cap sounds and 17 lower case sounds
84 students below F & P
82 students below HF

Reading

2021-02-10 12:25:35 UTC

The data suggests that we have not had the opportunity to teach small reading groups.

Sight Words

2021-02-10 12:26:00 UTC

The data suggests we may explore more sight words

Letter sounds

2021-02-10 12:26:01 UTC

Assumption I make is that letter sounds practice/learning strategies have been effective.

It seems most students need to develop from knowledge of letter:sounds into the application of that knowledge into reading and decoding.

2021-02-10 12:26:05 UTC

The data suggests that time face-to-face in the class has focused on beginning literacy skills like letter recognition/ letter sounds/rhyme etc.

2021-02-10 12:26:12 UTC

It seems like the focus is more on letter sounds.

2021-02-10 12:26:12 UTC

2021-02-10 12:26:28 UTC

There is more focus on letters and sounds

Reading

2021-02-10 12:27:16 UTC

I assume that the students are not yet prepared for formal reading. (understanding of transferring letter sound knowledge to reading)

I assume that the students that are reading are literate in their native language.

2021-02-10 12:28:06 UTC

Reading F&P

2021-02-10 12:28:51 UTC

Another assumption is that we may believe that students need to know most HFW in order to read a book.

Sound strengths

2021-02-10 12:28:59 UTC

Since students have so many letter sounds, lets start blending the sounds to make vc and cvc words.

How can the data reflect who are new English language learners?

2021-02-10 12:29:32 UTC

Our next steps would be to engage in mini-lessons and small groups to develop reading

2021-02-10 12:29:32 UTC

phonemic awareness needs to explore more in the classroom

2021-02-10 12:29:49 UTC

Might we include more Shared Reading opportunities?

2021-02-10 12:29:55 UTC

Small reading groups for our next steps.

2021-02-10 12:29:56 UTC

2021-02-10 12:30:09 UTC

start small reading groups

2021-02-10 12:30:32 UTC

Support from LS for small group work with students not yet know letter names and sounds.

Becky

2021-02-10 12:59:56 UTC

Got - template to be more intentional about small groups.

Wants: Want more guidance/suggestions from others about how to manage others during small group work (to stay safe)

Che'te

2021-02-10 13:00:35 UTC

Gots- Ideas to support my pre-a readers
Wants-More mini-lesson ideas.

Dawn

2021-02-10 13:00:39 UTC

Got:
-a nice breakdown of Pre-A
-excitement for small groups
-protocol layout

Wants:
-review Padlet more deeply
-mini-lesson progression K3 agreement

Gayani

2021-02-10 13:00:42 UTC

Gots:Great learning on how to disaggregate data and learn from it.

Rikke

2021-02-10 13:00:44 UTC

Gots: planning template and ideas for small groups, time to reflect on the data and hear others thinking

Wants: ways to manage the small group work safely considering current situation. More ideas and modeled mini-lessons

Lisa

2021-02-10 13:00:47 UTC

Got - strategies for small group

Jerae

2021-02-10 13:00:53 UTC

Gots- idea of how I want to do my small groups

Matteo

2021-02-10 13:00:53 UTC

Gots - inspiration and ideas for Pre-A learning

Wants - Time to digest and apply the information

Dina

2021-02-10 13:00:59 UTC

mini lessons and small groups
how to differentiate small groups , how often we need to meet, weekly/ daily

Ahmed

2021-02-10 13:01:01 UTC

Analyzing the reading data

Sara

2021-02-10 13:01:10 UTC

having ideas for small groups.

Rie

2021-02-10 13:01:38 UTC

Gots - some ideas for grouping and strategies. Thanks!

Kate

2021-02-10 13:02:02 UTC

Gots - lots more ideas and confirmation
- more wonderings!

Gayani - Gots

2021-02-10 13:02:27 UTC

'Nobody ever learn to read from only mini lessons'
Shared reading format and ideas

Gayani - want

2021-02-10 13:03:37 UTC

Grouping strategies

Gayani - want

2021-02-10 13:04:58 UTC

develop a idea bank for shared reading strategies as a grade level

Text Complexity Tool

erin77 — 2021-02-22 15:19:36 UTC

Great for supporting planning of small groups.

EKC Text Complexity Cards C/D

erin77 — 2021-02-22 15:19:44 UTC

EKC Text Complexity Cards E

erin77 — 2021-02-22 15:20:09 UTC

EKC Text Complexity Cards FGH

erin77 — 2021-02-22 15:20:18 UTC

Conferring Look Fors A-J

erin77 — 2021-02-22 15:20:27 UTC

EKC Text Complexity Cards A/B

erin77 — 2021-02-22 15:24:07 UTC

erin77 — 2021-02-22 15:34:16 UTC

erin77 — 2021-02-22 15:34:39 UTC

Dot and Dan

erin77 — 2021-02-22 15:35:31 UTC

Exploring Text Complexity Bands

erin77 — 2021-02-22 15:43:33 UTC

Exploring Decodables

erin77 — 2021-02-22 15:45:41 UTC

Prompts for exploring text levels

erin77 — 2021-02-23 05:31:39 UTC

Lenses for studying texts

erin77 — 2021-02-23 05:34:01 UTC

Architecture of a Conference

erin77 — 2021-02-24 10:01:27 UTC

Flyleaf

erin77 — 2021-02-24 10:40:02 UTC

Decodable texts

erin77 — 2021-02-24 10:40:08 UTC

RAZPlus

erin77 — 2021-02-24 10:40:15 UTC

What still feels tricky? What would you love to see incorporated into our last session?

erin77 — 2021-02-24 11:13:07 UTC

Becky

2021-02-24 11:34:34 UTC

How best to support ESL learners who have limited spoken English and comprehension.

Lisa

2021-02-24 11:35:31 UTC

Strategies to support limited and non-english speakers with language acquisition

Che'te

2021-02-24 11:35:35 UTC

Running and organizing the reader's workshop

Jess B

2021-02-24 11:35:45 UTC

I would love to see a small group using decodables.

Kate.

2021-02-24 11:35:51 UTC

I like the idea of progression of writing!

Jerae

2021-02-24 11:36:14 UTC

reading small groups

Gayani

2021-02-24 11:36:20 UTC

Readers and writer's workshop ideas suitable for all learners in our kindergarten classes and intergratin

Rie

2021-02-24 11:36:43 UTC

Building stamina on writing for the EAL students

Fabi

2021-02-24 11:36:58 UTC

I would like to explore more the structure of RW. How are my colleagues structuring the routine?

Sarah B

2021-02-24 12:57:00 UTC

Common language between K3 and Grade 1 about RW and WW i.e. scrolls, revision, super powers "good writers" and things like that.

Fabi

2021-02-24 12:57:15 UTC

clear guidelines: how many high-frequency words do students need to know before assessing their reading level?

F& P- training

phonological Awareness/phonics - scope and sequence

Becky

2021-02-24 12:57:18 UTC

Got - a deeper understanding about complexities of different leveled texts through student's eyes

Want - more strategies and GAMES for each reading level

Lama

2021-02-24 12:57:18 UTC

wants: more HFW games!
gots: I love the hearts! will definitely use it.

Che'te

2021-02-24 12:57:19 UTC

A better understanding of teaching points for the earliest readers.

How to support very high/strong readers?

Got/Wants

2021-02-24 12:57:25 UTC

I absolutely loved digging into the decodables and I look forward to digging in to them further. I also cant wait to see the publishers that you can suggest for leveled readers.

Wants: I would love love to see a video lesson with decodables.

Sara

2021-02-24 12:57:29 UTC

Gots: teaching long vowel sounds by heart!

Wants: more ways on knowing when to move to higher levels in reading.

Dawn

2021-02-24 12:57:50 UTC

Gots: assessing text complexity

Wants: I want to continue thinking about lesson progression and teaching points.

Gayani

2021-02-24 12:57:54 UTC

Gots:
-understanding of HFV and sight words
-Anchor chart / visual for reading
Sitting A level for a long time - kids may develop bad habits so challenge kids to use print, and to use what they learn about letter sound
-Do assessments of your students to know about them
-Text complexities
-Choose books based on learning goals (comprehension or reading strategies) - Just right books

Kate

2021-02-24 12:58:00 UTC

Got: Wonderful resources to explore! cards! what to look fors!
Want: would love more ideas for games for HFW

Lisa

2021-02-24 12:58:08 UTC

Got- new resource the Flyleaf Decodables
Wants - Flyleaf decodables :)

Jerae

2021-02-24 12:58:13 UTC

Gots: understanding on how to group my students for reading

Rie

2021-02-24 12:58:31 UTC

Got
: Analyzing leveled books

Sarah B

2021-02-24 12:58:39 UTC

gots- love talking about the text stacks. I can debate those books forever :)
A great mentor text for WW in Dan and Dot

wants- I am excited for those HFW games
-Sorry I was the last one on the meet and didn't say goodbye, I was furiously typing :)

Matteo

2021-02-24 12:58:46 UTC

More practical ways to incorporate RW into our teaching practices considering the range of abilities.

Gayani

2021-02-24 13:01:38 UTC

Wants:
-Examples of systematic ongoing record keeping (reading, writing)
-How to connect/find/identify/ -with the resources of next grade level for the students who are exceeding the grade level abilities.

Creative Teaching Press

erin77 — 2021-03-07 10:00:22 UTC

Rigby PM Levelled Readers

erin77 — 2021-03-07 10:04:12 UTC

Harper Collins I Can Reade

erin77 — 2021-03-07 10:07:55 UTC

Pioneer Valley Readers

erin77 — 2021-03-07 10:08:35 UTC

Serravallo Conference

erin77 — 2021-03-07 10:11:21 UTC

Small Group Syllable

erin77 — 2021-03-07 10:11:30 UTC

Conference with Brittany

erin77 — 2021-03-07 10:11:40 UTC

Small Group Video

erin77 — 2021-03-07 10:12:18 UTC

Reading Conference

erin77 — 2021-03-07 10:13:41 UTC

EY Conference Overview

erin77 — 2021-03-07 10:13:52 UTC

Heart Words (HFW)

erin77 — 2021-03-08 07:44:07 UTC

Sight Words Jamboard

erin77 — 2021-03-08 07:51:35 UTC

Click Here

Readers at the Core - Planning for RW Organiser

erin77 — 2021-03-09 05:40:47 UTC

AERO KG S&B Unpacked

erin77 — 2021-03-09 05:44:56 UTC

Reading Toolkit

erin77 — 2021-03-09 05:49:15 UTC

3-2-1

erin77 — 2021-03-09 06:18:27 UTC

3 things I learned that I'm excited about!
2 things I'm going to implement straight away (or I've already implemented).
1 wondering I still have....

EAL & Workshop Tips

erin77 — 2021-03-10 03:52:38 UTC

F&P Checklist

erin77 — 2021-03-10 04:15:04 UTC

What are our hopes and dreams for our readers at this time? Needs/Next steps InterestsEnduring skills

erin77 — 2021-03-10 11:13:41 UTC

The belief that they ARE readers

2021-03-10 12:37:02 UTC

2021-03-10 12:38:09 UTC

I can love and learn from books - the understanding that I can make choices, and explore books in many ways.

Next steps - continue to be intentional about balanced book diet

That the gift of reading is a lifelong skill and love - for information and for recreation

2021-03-10 12:38:37 UTC

Group 4

2021-03-10 12:38:46 UTC

We hope that our students will always find reading fun and master their letter sounds.

Hopes and dreams

2021-03-10 12:41:22 UTC

Develop love for reading
Being resourceful readers (take risks to use strategies)
Confident readers, sees themselves as readers

Group 2

2021-03-10 12:42:00 UTC

Develop confidence, curiosity and motivation to read.

Next steps/ Wonderings

2021-03-10 12:42:57 UTC

Do we have the best/appropriate assessment tools in K3? Is it too much, or how can we turn these assessments to less

Che'te

2021-03-10 12:56:40 UTC

3
-How to structure RW and WW
-Mini lesson ideas
- Balanced literacy
2
-Some of the engagements
-Ideas for phonemic awareness
1
-How to challenge readers that are very advanced (1-2 grade levels above)

sarah b

2021-03-10 12:56:43 UTC

1. loved the sharing of the word alert game
2. The weekly planning over 2 weeks (fitting in RW and WW)
3. discussing the leveled readers and how to push to the next level

1. The share at the end of RW
2. Treasure hunters- I will try that when we return from spring break

1. when to fit it all in :)

3 2 1 Lama -introducing a new word in a fun way

2021-03-10 12:56:50 UTC

- using the hearts for sight words
- moving students to the next level
2. -using the hearts
-
1. sharing

BECKY

2021-03-10 12:56:51 UTC

I am excited about being more organized, having direction and purpose.
I am going to implement DAILY scheduled RW and WW lessons, especially ensuring guided reading, phonics and HF words for 2 levels (high and low).
My wonderings are: How this is going to impact my teaching and student learning!

3 things- readers tool kits, value

2021-03-10 12:57:00 UTC

3- strategies: finding treasures in books!, reflection on my reading and writing lessons, and other mini lessons ideas

2021-03-10 12:57:19 UTC

2- The planning, setting the balanced literacy
1- hmm...I'm wondering..

THANKS for the sharing!

2021-03-10 12:57:22 UTC

3 things I learned:
-balance "diet" is key
-loads of ideas for mini-lessons
remember just in time rather than just in case

2 things to implement:
-structuring of the workshops
-sight word alert game

1 wondering
-differentiation is always an ongoing wondering to meet childrens need

2021-03-10 12:57:25 UTC

3- how to incorporate RW, WW and phonics into my weekly schedule.
2- having sharing time at the end of RW and Sight word games
1- will I have enough time

Gayani

2021-03-10 12:57:33 UTC

3 things I learned:
-RW and WR workshops (Structure, tools etc) - how to balanced literacy program, mini lessons, anchor charts, ect
-The value of book boxes in developing readers
-Making hard/challenging learning exciting through the language used and games (lots of games for sight words, and letter sounds) - learner's in the centre

2 things I will implement straight away after today's lesson
- Share some strategies RW /conferring with my TA.
- Planning some RWs and fun sight word games to suit the needs of my learners

1 thing I wonder:
What can we do to keep the enthusiasm to implement the balanced literacy program for all our learners? (I know when we have PD sessions we get so excited and motivated and rejuvenated. Should we share our celebrations, should we share what's going well, should we share newly found strategies. If so when. and how...I know less meetings is better.. perhaps rather than individual/personal inquiries have group inquiries.. I don't know just thinking..)

Kate L

2021-03-10 12:57:55 UTC

3
- renewed enthusiasm of the children as readers and writers
- all the amazing resources to pull from, and research!
- lots more exploring and learning
2
- dug out my 'reading cart'
- will re think my schedule
1
balance!

Sara

2021-03-10 12:58:10 UTC

1. How to organize and structure WW and RW and implementing it in the class.
2. Mini lessons ideas for upcoming RW.
Thank you!

Fabi

2021-03-10 12:58:21 UTC

3
-tips on how to implement RW
-the importance of using decodable and leveled books
-sight word games

2- new word focus- mini-lessons

1- how to create a system in which students can choose their books during this pandemic

Lisa

2021-03-10 12:58:38 UTC

3 things- readers tool kits, value of decodables and the importance of mini lessons
2- sight word games, heart words
1- How do I provide extra support for non english speakers

2021-03-10 12:58:57 UTC

Excited: schedule and environment changes, doing it, sharing the love for reading! <3

Implement: more trade books, more HFW games

Wondering: How to fit it all in... :)

Ahmed

2021-03-10 12:59:40 UTC

Ideas on engaging students in reading activity

Giving the kids more reading time